Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Column II
zip
fought
lass
Sam
mink
cap
Paul
she
heap
lay
5. Find as many minimal pairs as possible (in all basic position) for the following
vowel phonemes:
[i:] vs. [i]; [u:] vs. [u]; [] vs. [:]; [e] vs. [Q]; [;] vs. [a:]; [Q] vs. [a:]; [] vs. [].
6. Which are the vowel phonemes that can appear in front of [N]?
7. If one compares short vowels to long ones, which of them have a more restricted
distribution?
8. Give the vowel phonemes that cannot appear in word-final position.
9. Specify the English phonemes that cannot appear in initial position.
10. Describe the simple front vowels in the following sentences and explain the
difficulties encountered by Romanians in acquiring their correct pronunciation:
a. Maggies bag is easy to carry.
b. He felt extremely well after such a big meal.
11. Give the English sounds corresponding to the following descriptions:
- central, mid-open, short, unrounded vowel;
- back, mid-open, long, rounded vowel;
- front (retracted), close, short, unrounded vowel;
- back (advanced), close, short, unrounded vowel.
12. Write the symbols for the vowels in the following words:
a. bread
b. rough
c. foot
d. hymn
e. full
g. sat
h. friend
i. cool
j. Oedipus k. ask
1
f. cough
l. further.
[] vs. [u]
lock look
cod could
pot put
shock shook
crock crook
[]
HOBBY
ON/LONG
COST/LOT
CONTRARY
SHOPS
[]
DOES/MONEY
OTHER
STUFF
BECOME
[] and [] contrasted
NOT
NUT
Thats not a chestnut, its a peanut.
SNOB
SNUB
Snobs often snub people.
HOBBY
HUBBY
Her hobby is looking after her hubby.
LONG
LUNG
You need good lungs for long-distance running.
WANDER WONDER She wandered about, wondering what to do.
COLLAR COLOUR White shirts with different coloured collars.
16. Pronounce the following minimal pairs containing long vowels. Pay attention to
the fact that a voiceless consonant shortens the preceding long vowel.
heard [h:d] - hurt [h:t] hard [ha:d] hearth [ha:P]
been [bi:n] beat [bi:t] cord [k:d] caught [k:t]
rude [ru:d] root [ru:t]
NOTE: The main difficulties encountered by Romanian learners in the pronunciation
of English vowels is due to the fact that in English there are twice as many simple
vowel sounds as there are in Romanian. Actually there are two independent English
vowels corresponding to each Romanian vowel:
R [i] E [i]
R [e] E [e]
R [a] E [a:]
E [i:]
E [Q]
E []
R [o]
E [] R [u]
E [u] R []
E []
E [:]
E [u:]
E [:]
The Romanian learners have to keep the two members of each pair of vowels
distinctly apart, both with respect to their quality and to their length. The following
exercises are meant to fulfil this goal.
17. Read aloud the following minimal pairs based on the contrast between [i:] and [i]:
-feel - fill;
bead - bid;
read - rid;
scheme - skim;
-steel still;
been bin;
greed grid;
leap lip;
3
-feet fit;
-leave live;
-peach pitch;
-eat it
reap rip;
peel pill;
least list;
cheap chip
seal sill;
reach rich;
deal dill;
cheek chick
deep dip.
feast fist;
Gene/Jeangin.
peak pick
18. Read aloud the following phrases and sentences in which [i:] occurs frequently;
as free as a bee
agree to flea
steel heel
eager to leave
speech speed
easy to believe
cheesy meal
see no evil
receive three
-Jean will receive her degree in three weeks.
-Read these three recipes to me.
- The guilty plea was part of the deal.
- Thats easy for me to equal.
-The three greeting cards were free.
-She didnt hear you speak last evening.
-He could see the reaping machines in the field.
19. Read aloud the following sentences in which [i] occurs frequently:
-Bills sister is silly.
-Give this bill to him.
-Six big kids are still ill.
-Its windy in his living-room.
-No weather is ill if the wind be still (proverb).
-Chicago is a big city in Illinois.
-Is he too ill to pitch this spring?
-Sitting in the rear seat, he cleaned the windows in minutes.
-If a man sits down to think, he is immediately asked if he has a headache.
20. [i:] and [i] contrasted. Read aloud the following, trying to keep the distinction
between the two vowels clear:
a. When did Sir Walter Raleigh leave?
b. When did Sir Walter Raleigh live?
a. He was looking at the sheep.
b. He was looking at the ship.
a. She was leap-reading.
b. She was lip-reading.
21. Practice the [u:] sound in longer contexts:
-What kind of food is this soup?
Do you have two bowls of soups a day?
Yes, I do. And what about you?
I sometimes, too, have two soups a day.
-Luke has a loose tooth.
-School rules must be obeyed.
4
27. Read aloud the following minimal pairs based on the contrast between [a:] and
[]:
lark
luck
cud card
dark
duck
last lust
barks
bucks
carp cup
March
much
barge budge
cart
cut
barn bun
psalm
sum
calm come
here
steered
really
hair
stared
rarely
beer bear
ears airs
weary wary
8. On the vowel diagram indicate the glides for the diphthongs in the following
words:
freight, hold, sphere, fair, bow, sky, toil.
9. Write the symbols for the diphthongs in the following words:
tone way hair style beer out
coil
they
21. Read and give the phonetic transcription of the poem Fire and Ice by Robert
Frost. Pay attention to the diphthongs.
Some say the world will end in fire,
Some say in ice.
From what Ive tasted of desire,
I hold with those who favour fire.
But if I had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
22. Read aloud the following words containing triphthongs. The [i] and [u] in the
sequences [ai +] and [au +] should not be made too strong.
[ai]
[au]
tyre
coward
trial
tower
quiet
flower
flyer
ours
buyer
shower
tired
bower
riot
towel
iron
powerful
23. The less common triphthongs [ei], [U], [i] should be pronounced with the
normal diphthong smoothly followed by []. The [i] and [u] need not be weakened at
all. Try pronouncing the following words:
greyer, grower, player, royal, followers, employer, thrower, betrayal, lawyers.
would be described by the features [+stop] and [- voice], [b, d, g] as [+stop] and
[+voice], [p b] as [+stop] and [+bilabial], [t d k g] as [+stop], [-bilabial], etc. Describe
the following classes or subclasses of sounds:
[T D f v s z S Z], [D v z Z], [v z Z], [z Z], [s z]
[p t], [f v s z], [m n]
11. How does voicing/voicelessness of a consonant affect the preceding vowel or
diphthong?
12. Indicate with a & mark which of the following vowels and diphthongs are
shortened as a result of a following voiceless, fortis consonant:
a. tea [ti:]
d. dark [da:k]
g. egg [eg]
b. meat [mi:t]
e. card [ka:d]
h.oak [uk]
c. toad [tud]
f. lip [lip]
i. kite [kait]
13. Specify the variants (allophones) of the plosive consonants in the following
words: peak, blame, ribbon, adore, climate.
14. Identify and describe the syllabic /m/, /n/, /N/ and /l/ in the following lines:
a. I have found some of the best reasons I ever had for remaining at the bottom
simply by looking at the man at the top (Frank Moore Colby, Essays)
b. In the grave, dust and bones jostle not for the wall. (Proverb)
c. What you say is nothing but a truism.
d. A spasm of coughing made her stop laughing.
e. This is the spray the Bird clung to/Making it blossom with pleasure
(R. Browning, Misconceptions)
15. Find possible cases of intrusive r and linking r in the pronunciation of the
sentences below. Mark the place where the intrusive r occurs by a small cross, and
the occurrences of linking r by a small circle.
a. Granada is famous for its monuments. But therere a lot of interesting places
outside Granada itself.
b. The area of a room of 10 feet by 15 feet is 15o square feet.
c. My grandpa is ill.
d. Fancy Sarah asking Ada out! The idea of it makes me laugh.
e. When Freda attended her first speech class in her drama academy the tutor
said she did not keep her jaw open.
f. Australia and New Zealand are two English speaking countries.
g. New Zealand has other islands far out.
16. Read the following list of words which illustrate the various phonetic values of
[p]:
11
aspirated
peel
pet
part
Paul
powder
nasally
released
open
happen
hypnotic
stop news
shrapnel
17. Read the following list of words which illustrate the various phonetic values of
[b]:
partially
devoiced
bee
boat
bartender
Berlin
beam
bend
Boston
nasally
released
ribbon
submerge
crabmeat
submarine
obnoxious
abnormal
urban
18. Read the following minimal pairs containing the [p] and [b] sounds:
[p] and [b] in initial position
peak [pHi:k] beak [bi:k]
pack [pQk] back [bQk]
port [pH:t] bought [b:t]
pride [praid] bride [braid]
pat [pQt]
bat [bQt]
pen
Ben
pit [pit]
bit [bit]
park [pHa:k] bark [ba:k]
pull [pul] bull [bul]
plays [pleiz] blaze [bleiz]
pie [pai]
buy/by [bai]
robe [rUb]
tribe [traib]
grab [grQb]
cab [kQb]
12
nasally
released
hot news
mutton
cotton
bottom
bitten
kitten
certain
tick-tock
telephone table
talented sister
toe tapping
great debate
western forest
enter data
tested lettuce
smart students
25. Read the following phrased and sentences in which [t] occurs frequently:
-Tit for tat.
-That is a storm in a tea-pot.
-Trust Tom for telling the truth.
-Tell me when to take it to the right.
-The teacher told Terry that Tim had to take the test next Tuesday at ten.
-Sometimes the tongue is faster than the eye.
-Which is the most expensive hotel in Tokyo?
-I can attest to the quality of teaching.
-Take the note from under the tea pot.
-I put the tip of my toe in the center of the tub.
26. Challenge sentences for [t]
-Twenty teachers of Latin trusted their students not to start cheating in the test.
-The detective was tricked into betraying his secret to the beautiful temptress.
-The dentist dropped his button into the fountain and instantaneously tried to take it
out.
-Tommy Turner taped his talk with his psychiatrist.
27. Read the following words paying attention to the sound [d].
Partially fully voiced plosionless laterally
nasally
devoiced
released
released
double
day
deal
deer
date
duck
dust
damp
adore
ado
Teddy
lady
cider
soda
body
odor
sad
changed
amazed
under
made
code
wide
aid
saddle
riddle
cradle
handle
middle
paddle
dwindle
poodle
sadness
admission
hardness
cadmium
sudden
hidden
redness
shouldnt
ton don
tune dune
tea
Dee
tie
die
writer
latter
whitish
kitty
matter
bitter
bet
late
set
feet
cot
bed
laid
said
feed
cod
town
tan
tip
tuck
rider
ladder
widish
kiddy
madder
bidder
down
Dan
dip
duck
wetting
water
putting
knotted
rated
shutter
heart
sight
brought
hit
shoot
wedding
warder
pudding
nodded
raided
shudder
hard
side
broad
hid
shooed
partially
devoiced
go
guide
game
goose
guess
gown
nasally
released
organ
ignite
dignity
rigmarole
signature
fragment
dock dog
lock log
Dick dig
16
moving van
weavers village
18
their mother
gather together
farther and farther
father is there
other feather
either mother or father
50. Read the following words and phrases containing the [z] sound:
zero
present
loves
zealous
observe
booze
zip
prism
rose
zombie
dosing
blouse
zone
daisy
cause
zebra
rosy
falls
zoo
risen
breeze
20
zone
zink
zipper
music
easy
possess
buzzing bees
noisy music
was it his
gaze
wise
because
zodiac zone
hazy days
amazing news
busy Tuesday
amazing design
Xerox disaster
ocean ships
short shower
spatial relations
shrill shriek
21
foolish charades
shabby chef
fashion shoe
fish dish
-She shouldnt have mentioned her shameful mission in front of the bishop.
-She washes her hair with fresh shampoo.
-Its a sure sign of shock.
-Shall I wear my new fashionable shawl?
-She sells seashells by the seashore.
-She relished the thought of looking for shells at the shore.
-The usher was shut out of the show.
-The chauffeur stopped at the barber shop for a shave.
-The flashlight was crushed when the shelter collapsed.
-Dont brush against the fresh varnish.
55. Read aloud the following words and phrases paying attention to the pronunciation
of the [Z] sound:
pleasure
rouge
measure
beige
allusion
garage
visual
camouflage
treasure
prestige
visual
massage
casual
mirage
leisure
entourage
measure for measure
precision explosion
casual decision
Asian vision
visual mirage
beige garage
56. Keep [S] and [Z] apart in the following minimal pairs and sentences:
dilution
delusion
glaciar
glazier
mesher
measure
fission
vision
Confucian confusion
-Always shower after a pleasurable massage.
-I was assured that the ocean would be azure in colour.
-He shouldnt wear that brushed-denim leisure suit.
-Shovelling sand can be pleasurable.
-He shaved and showered before brushing his teeth but neglected to massage some
polish into his shoes.
22
57. Practice the sound [h] in the following words and sentences:
hint
behind
hero
abhor
heart
anyhow
horse
rehearse
Halloween
alcohol
who
behind
heat
coherent
hinder
inhabit
humiliate
foothold
Helen
behave
harmless
adhesive.
-The hunters hotel behind the hill is huge and very hot.
-Have you heard that Henry was in a hurry to build himself a house?
-The hurricane destroyed the hurdles and hurt many human beings inhabiting some
horrid huts.
-They were happy but hungry after the rehearsal.
-Who ate the other half of the hamburger?
-Incoherent sentences are hard to handle.
-Too huge a helping can be hazardous to her health.
58. Read the following words, phrases and sentences containing the sound [r].
reef
grass
rake
narrow
rag
crowd
write
berry
ring
train
wreck
hurry
right
brand
rock
carrot
rest
bread
roam
worry
riddle
arrive
raid
terrific
rheumatism curious
robber
hurry
reverend
surround
wrong
direct
rare
aggressive ride
hurry
research
permanent rainwater circular
Brooklyn Bridge
broken promises
his brothers bride
pouring rain
pride and prejudice
very direct
Great Britain
brain drain
marriage rite
write to Harry
worry tomorrow
wreck the car
-Strawberries, raspberries and red-currants, with real cream are really very refreshing.
-This train and its trucks are trapped by a tree-trunk across the track.
-Three hundred readers used the library reading room in the period from February to
April, reports the librarian.
-He roamed around the room to find the rake.
23
cheap chalk
kitchen match
chocolate chips
grouchy bachelor
chitchat
cheap china
actual choice
church sculpture
chief coach
teach a child Chinese
charming French woman
cheerful children
vintage cabbage
strange village
jab at the jaw
-Jeremy Jacobson is an aged judge who tried to urge a jolly jury to be just but
generous.
-George journeys to Japan next June.
-The genial surgeon Jones has an urgent job to carry out.
-Jane enjoyed the wedge of fudge.
-Jacks old job was jumping on baggage.
-Jane was jealous of my beautiful geraniums.
-Sausage and ginger dont mix.
-Jill exaggerated with her large jeans.
-John lost his gold chain and engagement ring.
63. Keep the [tS[ and [dZ] apart in the following words:
[tS ] and [dZ] in initial position
chin [tSin]
gin [dZin]
chain [tSein]
25
Jane [dZein]
cheer [tSi]
choke [tSUk]
choice [tSis]
jeer [dZi]
joke [dZUk]
Joyce [dZis]
chest [tSest]
chunk [tSN]
cheap [tSi:p]
jest [dZest]
junk [dZN]
Jeep [dZi:p]
summer time
team name
time bomb
tempt me
65. Practice the [n] sound in the following words, phrases and sentences.
need
annoy
earn
native
union
burn
Nigeria
pension
nun
network
undertake loan
nostril
concept
fun
knee
antique
happen
a thin man
nobody knocked
wounded knee
nine nuns
nineteen needles
never naughty
Nancys knitting
annoying granny a tin can
-Naughty Nancy has bent the knitting needles and knotted Nannys knitting.
-Henry hands his nephew Nigel a brand-new pound-note on Sundays.
-Norman Brown signs his name again and again with a fine pen line.
-Jane needed a can-opener for the ninety-nine cans.
-She began knitting mittens in November.
-We used satin-finish varnish on the furniture.
66. Practice the sound [N] in the following words, phrases and sentences:
thing
singer
herring
longing
wrong
hanger
strong
banking
gang
finger
a strong young monk
racing and jogging
buying rings
a ringed finger
strong hanger
asking the singer
staying among
doing wrong
amazing things
stun
gone
stung
gong
run
sun
rung
sung
68. Pronounce the following pairs of words. The first word in each pair ends in [Nk]
and the second in [N]:
[Nk]
[N]
[Nk]
[N]
clank
clang
rink
ring
think
thing
wink
wing
tank
tang
bank
bang
sunk
sung
sink
sing
rank
rank
bunk
bung
stink
sting
hank
hang
69. Read aloud the following words, phrases and sentences containing the [l] sound:
lemon
place
girl
laughter
flame
simple
lettuce
yellow
smuggle
lame
shilling
purple
lentil
lollipop
fool
long life
little Lucy
yellow daffodil
lonely lady
cauliflower fields faulty link
lame lion
late lunch
smell of garlic
28
a new suit
European University
-Young Una is beautiful and alluring in her superb new yellow tunic.
-Unas tutor, Hugo, is an amusing humorous musician.
-Hugos tuneful duet for tube and euphonium is musically unique.
-The problem of uranium disposal has become universal.
-Some musicians use popular folk tunes to produce music which goes beyond the
usual.
-Onions grown in the yard usually produce yearnings for yeasty boullions.
71. Practice the semivowel [w] in the following words, phrases and sentences:
window
wine
twenty
twice
once
one
always
twinkle
William
waiter
dwindle
quality
water
Welsh
quit
square
wave
wishbone tweed
dwarf
windy weather
water waves
weeping Wilma
twenty dwarves
watered-down wine
quiet waiter
that girl
in case you need it
this year
Has your mother told you that?
I miss you Does your papa know?
11. Transcribe the following English joke and explain by what phonetic process it has
become a source of humour?
Mr. Smith: My wife has just left for the West Indies.
Mr. Brown: Jamaica?
Mr. Smith: No, of her own accord.
12. Listed below are several variants of one of the English prefixes meaning 'not'.
Examine their distribution and explain the instances of assimilation:
Variant
Found in
[im] immature, imperfect, impartial, implausible, imbalance, immortal,
[in] inoperative, indecent, innocent, inedible, inaudible, interminable
[iN] incomplete, incapable, incorrigible, inglorious, ingratitude
[ir] irregular, irresponsible, irreversible, irresistible, irrespective
[il] illegal, illegible, illogical, illiterate, illegitimate
13. Define elision and specify whether it affects: a) only vowels; b) only consonants;
c) both vowels and consonants.
14. In what kind of syllables does the elision of vowels occur?
15. Identify the vowels which are usually elided in the pronunciation of the following
words:
family
garden
deliberate
history
generous
pattern
comfortable
evil
suppose
16. Find elision of consonants in the following words and phrases:
30
-handbag, landscape, grandmother, castle, crumbs, best man, first night, left knee,
kind nurse, skimmed milk.
17. How can juncture change the meaning of the following strings of sounds?
[naishaus], [neiSn], [dZisli:ps], [greitQbi], [grikspai], [ai s: h:reis], [tikit].
watches
misses
loves
cakes
pieces
prices
31
6. Practice word-stress
1) Accent is a suprasegmental feature of language, which discharges a distinctive
function, since, just like the segmental phonemes, it can signal differences in
meaning.
a) Over what length does accent (stress) extend?
b) What does it consist of?
2) Syllable prominence is due to a variety of factors. What are they?
3) The varying factors contributing to the prominence of an accented syllable result in
several distinguishable degrees of accent. What are they?
4) Accent discharges its function in English in two ways. What are they?
5) Analyze the following words from the accentual point of view. Show whether a
change in their stress pattern brings about a change in their grammatical function:
affix, increase, abstract, import, insult, contest, contrast, replay, survey.
6) The shift in accent from one syllable to another is sometimes marked by changes
in the segmental phonemes of the words in question. Minimal pairs of the incense (n)
vs. incense (v) type are very rare in English. There are, instead, numerous examples
of shift of accent co-occurring with minor segmental changes, mainly the reduction of
the vowels in unstressed syllables to []. Discuss the accentual patterns of the words
below and indicate the syntactic function (and the meaning) corresponding to each of
the two accentual patterns they possess: contract, convict, refuse, progress, rebel,
project, minute, alternate, supplement, invalid.
7) A closer look at the words exhibiting this kind of change in accent, corresponding
to a change in syntactic function, discloses the fact that when the primary accent falls
32
on the prefix, the words perform a nominal function (i.e. they are either nouns or
adjectives) while when the primary accent falls on the root, they function as verbs.
State which of the following words display two accentual patterns associated with
two different syntactic functions (sometimes unrelated semantically), and which
preserve the accentual pattern while still discharging the two distinct syntactic
functions. Point out those instances in which a shift in accent is accompanied by a
change in the quality of the vowels in the unaccented syllables:
abandon, absent, addict, address, amend, collect, combine, comfort, comment,
compress, test, content, contest, correct, corrupt, decease, degrease, deject, demand,
deposit, digest, discharge, discount, discourse, display, effect, escort, extract, exact,
import, incline, insult, insert, object, perfume, permit, present, prefix, produce,
progress, protest, rebound, record, refill, refund.
8) As far as meaning differences are concerned, accent serves to signal such
differences especially in the case of compound words. Compare blckbrd (a
compound word, meaning a special kind of bird, i.e. mierl) to blck brd (a free
syntactic combination, meaning any bird which is black in colour).
Give the accentual pattern of the following compounds: greenhouse, hot dog,
briefcase, blackboard and then switch it with the accentual patterns of the free
combinations corresponding to them. Analyse the resulting changes in meaning as
well.
9) Identify the appropriate accentual patterns of the italicized words (simple or
compound) or phrases, as revealed by their syntactic function:
1. a. He spoke with no trace of accent.
b. The way you accent these words tells me you were not born in England.
2. a. Thats very abstract.
b. One can abstract several general rules from the examination of these facts.
3. a. He was not on the missing list.
b. He couldnt find the missing list; its been missing for several days.
4. a. You will need a permit to visit the place.
c. This job does not permit of any delay.
10. Read the following words aloud, reading across the page. Place the primary stress
on the appropriate syllable:
majority
major
sacrifice
sacrificial
reference referee
incident
incidental
continent continental
simplify
simplification
occupy
occupation
product
production
33
beautify
converse
nominate
photograph
object
subject
person
beautification
conversational
nomination
photography
objective
subjective
personify
nominee
photographic
objectification
subjectification
personification
11. English speakers do not always agree as to which syllable in a word should be
stressed: should contribute, for example, be pronounced CONtribute or conTRIBute?
Here are some words which are stressed differently by different speakers. Which
syllable do you stress in each case? Check the pronunciation in a dictionary.
a. adversary
b. applicable
c. centrifugal
d. cigarette
e. comparable
f. contribute
g. controversy
h. (an industrial) dispute
i. distribute
j. exquisite
k. ice cream
l. kilometre
m. magazine
n. pejorative
o. primarily
p subsistence
(Source: Trask, R.L., 1994:28)
7. Practice intonation
Tune I
1. Statements. Read the following sentences, paying attention to the correct
intonation.
It was :quite $good.
I :like it :very $much.
I :wouldnt :mind :seeing it again.
I :dont think I can.
The :flowers were beautiful.
They had :difficulty in :finding accommo dation.
2. Repeat the following phrases according to the pattern:
Were late
at night
by heart
I know
by day
at sight
Just now
hes gone
of course
Its mine
at school
in bed
3. Read the following statements with the correct intonation:
I :heard him :play at the :Albert Hall.
34
hank you!
T
:Thank you :very much!
What a :cold day!
:How lovely it all looks!
:Welcome :home again!
:What a question!
:What a :terrible tragedy!
:What a :glorious view!
:Poor :old thing!
7. Question-tags (remark and tag both on falling intonation). This pattern is used in
remarks where the statement is obviously true and the tag merely a polite phrase to
invite the interest of the other person. It is also used where the speaker feels
reasonably sure that his remark is correct and expects the listener to agree with him.
Read the following sentences, paying attention to the intonation marks.
-To:morrows Monday, isnt it?
Youre :wondering who I am, arent you?
Im :rather late, arent I?
He :wasnt :very polite, was he?
You :dont be \lieve me, do you?
I could :try a gain, couldnt I?
We shall :see each :other a gain, shant we?
It :looks like rain, doesnt it?
We :had no choice, had we?
They :should have known, shouldnt they?
That was :most un fair, wasnt it?
Tune II
8. Statements
Tune II is used in its simple from for statements made as requests, remarks of
concern, sorrow, apology and almost any emotion that makes an objective statement
less definite. Read the following sentences, using the correct intonation:
I :wish I could :speak :English like /that.
I :shant be /long.
:John will be :here /soon.
I :wont drive too /fast(so dont worry)
:Thats all /right.
:Thats the :sort of :man he /is.
:Thanks :very /much.
36
If you /like.
:Thats /funny.
:Good /morning.
Its :all the /same.
9. Yes/No questions
:Are you :quite /sure?
:Didnt they :promise to :do it at /once?
:Have you been :staying here /long?
:Do you su:ppose theres :any :chance of /meeting him?
:Did :John :post :that /letter?
:Can I /see it?
:Did you go a:way for /Easter?
:Would you :like it :painted /red?
:Is it :possible to :get it /out?
:Are you :sure it can be /done?
:Can you :come to /lunch tomorrow?
:Would you :like a:nother :slice of /bread?
:Were you in :time for the /concert last night?
Can :anybody :tell me the :name of the :young :man who was /speaking to me just
now?
10. Requests
This is the typically polite and encouraging intonation. It often denotes a somewhat
formal politeness, i.e. casualness and indifference may be present as in the case of
statements (with Tune II). It is, however, more polite than Tune I, but not so polite as
Tune II with emphasis. A sentence which with Tune I is a command becomes a
request if Tune II is used.
Read the following requests with the appropriate intonation:
:Let me :know how you get /on.
:Dont go :back just /yet!
:May I :fetch your /coat?
:Come and :see me /soon!
:Dont :trouble to /answer it!
:Let me :know how you /get there!
Ex:cuse me one /moment!
:Mind what you are /doing!
:Dont be /silly!
37
I
:Ring me :up at \twelve!
:Will you :pass the \sugar, please?
\Alter it!
Ex\cuse me one moment!
:Come \in!
:Dont :trouble to \answer it!
II
Ring me up at twelve!
Will you pass the sugar, please?
Alter it!
Excuse me one moment!
Come in!
Dont trouble to answer it.
15. The following sentences are given with intonation marks. Sketch the pitch within
the lines below, leaving a gap between each syllable.
a) :Which was the cheap one did you say
---------------------------------------------------------------------------------------------------b) I :only :want to taste it
-------------------------------------------------------------------------------------------------c) She would have thought it was /\obvious
-----------------------------------------------------------------------------------------------------d) There :wasnt :even a :piece of bread in the house
----------------------------------------------------------------------------------------------------------------------------e) Now will you believe me
--------------------------------------------------------------------16) This exercise is similar, but here you are given polysyllabic words and a tone;
you must draw an appropriate pitch movement between the lines:
a) (rise) opportunity
b) (fall-rise) actually
c) (fall) confidently
d) (rise-fall) magnificent
e) (rise) relationship
f) (fall-rise) afternoon
39
17). In the following bits of conversation, you are supplied with an opening line and
a response that you must imagine saying. You are given an indication in brackets of
the feeling or attitude expressed, and you must mark on the text the intonation you
think is appropriate (mark only the response). Punctuation has been left out, since it
can cause confusion.
Its rather cold (doubtful)
a) It looks nice for a swim.
b) Why not get a car?
Because I cant afford it (impatient)
c) Ive lost my ticket.
You are silly then (Stating the obvious)
d) You cant have an ice cream.
Oh please (pleading)
Seven oclock seven thirty and eight (listing)
e) What time are the buses?
f) She got eight A levels.
Eight (impressed)
g) How much work have you got to do? Ive got to do the shopping (and more
things after that)
18) The following sentences are given without punctuation. Underline the appropriate
tonic syllable places and mark tone-unit boundaries where you think are appropriate.
a) (he wrote the letter in a sad way) he wrote the letter sadly
b) (its regrettable that he wrote the letter) he wrote the letter sadly
c) four plus six divided by two equals five
d) four plus six divided by two equals seven
e) we broke one thing after another fell down
f) we broke one thing after another that night.
19) The distance between two pitch levels is called range. Is the range between two
pitch levels constant?
20) Can differences in pitch be due to individual characteristics of speakers and to the
context in which speech takes place?
21) State whether true or false:
-All sound stretches of an utterance are pronounced on the same level
-No language is spoken on a monotone.
-The distance between a high pitch level and a low one is relative.
-Pitch range varies with every individual as well as with the context of speech.
-When we refer to the intonation pattern of an utterance we have in mind not only the
recurring changes in pitch level but also the movement and the pitch direction
changes of the respective utterance.
-A change either to a higher or to a lower level represents a ....... in pitch.
-The point towards which the movement takes place is called........
22) The fluctuation in pitch, that is in pitch level, pitch range, pitch movement and
pitch direction are the component parts of the intonation pattern of an utterance. The
intonation pattern of an utterance displays a given structure, depending on a variety
of factors. What is the minimal number if syllables in such a pattern?
40
23) Very often, utterances consist of several syllables (and words), resulting in a
more complex structure from the point of view of its intonation.
a) What are the component elements of a more complex intonation pattern?
b) What are the pre- and post-nuclear components of an intonation pattern?
24) Give a schematic representation of the complete structure of an intonation
pattern.
25) Divide the intonation patterns of the following sentences into their component
parts:
a) I met him on my way home.
b) Theres nothing I can do about it.
c) Its impossible for me to do it.
41
42