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Disciplina
Fonologia Suprassegmental da Língua Inglesa
Coordenador da Disciplina
Profª. Silvia Regina Chaves Barreira
4º Edição
Copyright © 2010. Todos os direitos reservados desta edição ao Instituto UFC Virtual. Nenhuma parte deste material poderá ser reproduzida, transmitida e gravada por qualquer meio eletrônico, por fotocópia e outros, sem a prévia autorização, por escrito, dos autores.
Créditos desta disciplina
Coordenação
Coordenador UAB Prof. Mauro Pequeno
Coordenador Adjunto UAB Prof. Henrique Pequeno
Coordenador do Curso Profª. Sâmia Alves Carvalho
Coordenador de Tutoria Prof. João Tobias Lima Sales
Coordenador da Disciplina Profª. Silvia Regina Chaves Barreira
Conteúdo
Autor da Disciplina Profª. Silvia Regina Chaves Barreira
Colaborador Prof. Jáder Martins Rodrigues Júnior
Setor Tecnologias Digitais - STD
Coordenador do Setor Prof. Henrique Sergio Lima Pequeno
Centro de Produção I - (Material Didático)
Gerente: Nídia Maria Barone
Subgerente: Paulo André Lima / José André Loureiro
Transição Didática Dayse Martins Pereira Elen Cristina S. Bezerra Elicélia Lima Gomes Enoe Cristina Fátima Silva e Souza José Adriano de Oliveira Karla Colares
Kamille de Oliveira
Formatação Cícero Giovany Camilo Cavalcante Damis Iuri Garcia Elilia Rocha Emerson Mendes Oliveira Francisco Ribeiro Givanildo Pereira Sued de Deus Stephan Capistrano Programação Andrei Bosco Damis Iuri Garcia Publicação João Ciro Saraiva
Design, Impressão e 3D Andrei Bosco André Lima Vieira Eduardo Ferreira Fred Lima Gleilson dos Santos Iranilson Pereira Luiz Fernando Soares Marllon Lima Onofre Paiva
Gerentes
Audiovisual: Andréa Pinheiro
Desenvolvimento: Wellington Wagner Sarmento
Suporte: Paulo de Tarso Cavalcante
Sumário Class 01: Word Stress ............................................................................................................................... 01 Topic 01: Stress ...................................................................................................................................... 01 Topic 02: Stress Patterns ........................................................................................................................ 06 Topic 03: Stress in Words with Suffixes ................................................................................................ 12 Task: Listening Comprehension and Oral Production.......................................................................... 17 Class 02: Sentence Stress .......................................................................................................................... 19 Topic 01: The Rhythm of English .......................................................................................................... 19 Topic 02: Content and Function Words ................................................................................................. 24 Topic 03: Reduced Forms…………………………………………….. ……………………………...30 Task: Listening Comprehension and Oral Production...........................................................................34 Class 03: Connected Speech (Part 1) ....................................................................................................... 36 Topic 01: Linking ................................................................................................................................... 36 Topic 02: Elision .................................................................................................................................... 41 Topic 03: Epenthesis .............................................................................................................................. 45 Task: Listening Comprehension and Oral Production...........................................................................50 Class 04: Connected Speech (Part 2) ....................................................................................................... 52 Topic 01: Progressive Assimilation ....................................................................................................... 52 Topic 02: Regressive Assimilation ........................................................................................................ 59 Topic 03: Coalescent Assimilation ........................................................................................................ 62 Task: Listening Comprehension and Oral Production...........................................................................65 Class 05: Intonation .................................................................................................................................. 67 Topic 01: Focus ...................................................................................................................................... 67 Topic 02: Rising-Falling Intonation ....................................................................................................... 72 Topic 03: Rising Intonation .................................................................................................................... 80 Topic 04: Nonfinal Intonation ............................................................................................................... 86 Topic 05: More Functions of Intonation ................................................................................................ 95 Task: Listening Comprehension and Oral Production...........................................................................106
TOPIC 01: STRESS
VERSÃO TEXTUAL
As you must have already realized, English pronunciation may be
considered a bit hard at times, which makes it essential for learners to
work on this aspect of the language since the very beginning of the
learning process. However, in order to communicate effectively in
English, it is not enough to know how to produce the sounds of the
language correctly. You also need to know how to place stress in words
and in sentences appropriately.
In Portuguese, we sometimes use stress marks ( -- the acute accent ( ´ ),
the circumflex accent ( ^ )) to call attention to a syllable. For example, in the
word “lâmpada”, which syllable is stressed?
CLICK HERE TO CHECK YOUR ANSWER.
In English, however, there are no stress marks, but that does not mean
there are no stressed syllables. For example, the word important has three
syllables, but they are not pronounced the same way. The second syllable is
more prominent than the other two: imPORTant! Although there is no
stress mark in the word, there is a stressed syllable: PORT.
WORD STRESS
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 01: WORD STRESS
1
When a word has more than one syllable, one of the syllables is normally
more prominent than the others. This syllable is said to be stressed. Stressed
syllables are often longer and louder than unstressed ones. In our lessons we
will represent stressed syllables with capital letters.
As you could hear, the first syllable in the words above is longer and
louder than the second, that is to say, the first syllable is stressed. When you
speak English, it is imperative that you stress words correctly. Otherwise,
there may be some kind of miscommunication.
In our next topic we will take a look at some of the stress patterns in
English which can be helpful for the prediction of the placement of stress.
STOP TO READ
When you do not know which syllable should receive the stress in a
given word, look up the phonetic transcription of the word in your
dictionary. In dictionaries the stress is normally marked with this symbol
(') being placed just before the stressed syllable of the word. Look at and
listen to the examples below:
2
Long words often have two stressed syllables. The strongest syllable in
the word receives primary stress and the second strongest syllable receives
secondary stress. Primary stress is marked with the symbol ('), whereas
secondary stress is marked with the symbol (,). Look at and listen to the
following examples:
PRACTICE 1
Listen carefully to the pronunciation of the following words and
identify the stressed syllable.
PRACTICE 2
Listen to the pronunciation of the words below. Then, write the words
in the correct column according to their stressed syllable.
3
WORDS STRESSED ON THE FIRST
SYLLABLE
WORDS STRESSED ON THE
SECOND SYLLABLE
CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 3
Now click on the link below and practice identifying the stress in
English words.
http://www.englishclub.com/pronunciation/word-stress-quiz.htm
[2]
FURTHER READING
Click on the links below to read more about WORD STRESS in
English.
http://www.teachingenglish.org.uk/think/articles/word-stress [3]
http://www.englishclub.com/pronunciation/word-stress.htm [4]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [5]
4
http://www.merriam-webster.com/ [6]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [7]
http://www.wordwebonline.com/ [8]
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://www.englishclub.com/pronunciation/word-stress-quiz.htm
3. http://www.teachingenglish.org.uk/think/articles/word-stress
4. http://www.englishclub.com/pronunciation/word-stress.htm
5. http://michaelis.uol.com.br/moderno/ingles/index.php
6. http://www.merriam-webster.com/
7. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
8. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
5
TOPIC 02: STRESS PATTERNS
There are no fast and infallible rules for stressing words in English.
Therefore, stress patterns must often be learned with each word. However,
TWO-SYLLABLE WORDS
The words below illustrate the stress pattern followed by most two-
syllable nouns and verbs in English. Listen to how they are pronounced and
identify the stressed syllable in each one of them.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 01: WORD STRESS
6
Which syllable tends to be stressed in two-syllable nouns in
English?
Which syllable tends to be stressed in two-syllable verbs?
CLICK HERE TO CHECK YOUR ANSWERS.
In two-syllable nouns the first syllable is more likely to receive the
stress, whereas in two-syllable verbs the second syllable tends to be
stressed.
STOP TO READ
About 90 percent of all English nouns of two syllables are stressed on
the first syllable, and more than 60 percent of all English verbs are
stressed on the second syllable (AVERY, P.; EHRLICH, S., 2008).
THREE-SYLLABLE WORDS
LISTEN CAREFULLY TO THE FOLLOWING THREE-SYLLABLE WORDS AND
IDENTIFY THE STRESSED SYLLABLE.
7
NOW CLICK HERE TO CHECK YOUR ANSWERS.
COMPOUNDS
The placement of stress in English compound words ( -- a noun, an
adjective or a verb made of two or more words) is very regular. Compound
words are sometimes written as one word, sometimes as two words, and
sometimes they are joined by a hyphen. The way in which they are written
does not interfere with their stress pattern, though (AVERY, P.; EHRLICH,
S., 2008).
Let us listen to examples of compound words in English and try to
identify where the stress falls. Then let us decide which generalizations can
be made regarding the stress in compounds.
NOUN COMPOUNDS
8
ADJECTIVE COMPOUNDS
(The definitions used in this section were extracted from Oxford
Advanced Learner’s Dictionary (7th edition). Oxford: Oxford University
Press, 2005.)
VERBS WITH A PREFIX AND A BASE
(The definitions used in this section were extracted from OXFORD
ADVANCED LEARNER’S DICTIONARY (7th edition). Oxford: Oxford
University Press, 2005.)
9
Based on the pronunciation of the compound words presented, answer
the following questions.
In two-word noun compounds, does the stress usually fall on the
stressed syllable of the first noun or the second noun?
In two-word adjective compounds, where does the stress often fall?
In verbs with a prefix and a base, where is the stress often placed?
CLICK HERE TO CHECK YOUR ANSWERS.
In two-word noun compounds, it is the first noun which usually
receives the major stress, such as in: DRUGstore, ARMchair, BUS
driver, CLASSroom, AIRplane, TEAspoon, and NIGHTclub.
In two-word adjective compounds, it is the second word which
often receives the major stress, such as in: well BUILT, good-
NAtured, fat-FREE, narrow-MINDed, strong-WILLED, bad-
TEMPered, and self-CONfident.
In verbs with a prefix and a base, it is the base which usually
receives the major stress, such as in: outRUN, overLOOK,
underVAlue, upSET, downLOAD, foreSEE, and withDRAW.
STOP TO READ
Adjective compounds actually take two stress patterns. When the
adjective compound is used attributively ( -- preceding a noun) , it receives
major stress on the first word. On the other hand, when the adjective
compound occurs in predicative position ( -- after a link verb) , major
stress is placed on the second word (CELCE-MURCIA et al, 1996). Listen
to the examples below:
10
PRACTICE 1
Click on the links below and practice identifying the stress in English
words.
http://www.englishclub.com/pronunciation/word-stress-quiz.htm [1]
http://www.soundsofenglish.org/hollys_corner/wordstress/ex3.htm
[2]
PRACTICE 2
Watch the following video about the importance of word stress in
English.
http://www.youtube.com/watch?v=FVEPOAJAVK4 [3]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [4]
http://www.merriam-webster.com/ [5]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [6]
http://www.wordwebonline.com/ [7]
REFERENCES
AVERY, P.; EHRLICH, S. Teaching American English
Pronunciation. Oxford: Oxford University Press, 2008.
CELCE-MURCIA et al. Teaching Pronunciation: a
Reference for Teachers of English to Speakers of Other Languages.
Cambridge: Cambridge University Press, 1996.
FONTES DAS IMAGENS
1. http://www.englishclub.com/pronunciation/word-stress-quiz.htm
2. http://www.soundsofenglish.org/hollys_corner/wordstress/ex3.htm
3. http://www.youtube.com/watch?v=FVEPOAJAVK4
4. http://michaelis.uol.com.br/moderno/ingles/index.php
5. http://www.merriam-webster.com/
6. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
7. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
11
TOPIC 03: STRESS IN WORDS WITH SUFFIXES
STRESS PATTERN 1
The same stress pattern applies to all the suffixes ( -- morphemes which
are added to the end of a word and which change the meaning or function of
the word) below.
Listen to the pronunciation of the following words and try to
identify where the stress is placed.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 01: WORD STRESS
12
Based on the pronunciation of the words above, answer the question
below:
Which syllable receives the major stress when the word ends in -ic,
-ical, -ity, -ify, -ogy, -tion, -sion, -ian, -ial, -ous, -ious, -eous,
-graph?
NOW CLICK HERE TO CHECK YOUR ANSWERS.
The syllable immediately before the suffixes above always receives
the major stress.
STRESS PATTERN 2
The following examples illustrate the stress pattern of words ending in
the suffixes -ee, -eer, -ese, -esque, -ique, or -ette.
LISTEN TO HOW THEY ARE PRONOUNCED.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
We should stress the syllable which contains the suffix.
STOP TO READ
13
Some suffixes are considered neutral, that is to say, they do not affect
the stress pattern of the root word ( -- the word without a prefix or a
suffix) . The suffixes below are considered neutral:
PRACTICE 1: ODD WORD OUT
A. Listen to the pronunciation of the words below and choose the one
which does not receive the stress on the syllable immediately before the
suffix:
B. Listen to the pronunciation of the words below and choose the one
which does not receive the stress on the suffix:
C. Listen to the pronunciation of the words below and choose the one
which does not receive the stress on the same syllable as its root word:
NOW CLICK HERE TO CHECK YOUR ANSWERS.
A. TRAINEE
B. EDUCATION
C. FATALITY
PRACTICE 2
Now click on the links below and practice identifying the stress
pattern in English words.
http://www.roadtogrammar.com/wordstress/ [1]
14
http://elt.oup.com/student/americanenglishfile/3/c_pronunciation/ef_stressgame?
cc=br&selLanguage=pt [2]
FORUM
Based on what you have read about word stress, discuss the following
questions with your partners and your tutor:
Concerning word stress, what should English learners do when they
learn new words?
If you don’t know where the stress falls in a given word, what can you do
to find that out?
How can the information in class 1 help you to speak English better?
Which of the topics presented in this class were you unfamiliar with?
Give examples of words whose pronunciation you have learned by
reading this class and doing the exercises. How did you think they were
pronounced?
SUPPLEMENTARY READING
Click on the links below to read more about the importance of good
pronunciation and word stress. Then comment on your impressions in the
forum.
http://www.antimoon.com/how/pronuncwhy.htm [3]
http://www.teachingenglish.org.uk/articles/word-stress [4]
http://usefulenglish.ru/phonetics/stress-in-compound-words [5]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [6]
http://www.merriam-webster.com/ [7]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [8]
http://www.wordwebonline.com/ [9]
FONTES DAS IMAGENS
1. http://www.roadtogrammar.com/wordstress/
2. http://elt.oup.com/student/americanenglishfile/3/c_pronunciation/ef_
stressgame?cc=br&selLanguage=pt
3. http://www.antimoon.com/how/pronuncwhy.htm
4. http://www.teachingenglish.org.uk/articles/word-stress
5. http://usefulenglish.ru/phonetics/stress-in-compound-words
6. http://michaelis.uol.com.br/moderno/ingles/index.php
7. http://www.merriam-webster.com/
15
8. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
9. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
16
TOPIC TASK: LISTENING COMPREHENSION AND ORAL PRODUCTION:
PART 1: LISTENING COMPREHENSION
ACTIVITY PORTFOLIO
Listen to the pronunciation of the words below and identify the
stressed syllable in each one. Then, write the words with the stressed
syllable in capital letters on a Word document and send it to your portfolio
for your teacher’s assessment.
PART 2: ORAL PRODUCTION
PORTFOLIO ACTIVITY
The words below all appear in our lesson. Go back to each topic to
listen to their pronunciation again (as many times as necessary) and
record them paying careful attention to the pronunciation of the stressed
syllable. Then, send the recording to your portfolio for your teacher’s
assessment.
1. machine
2. calendar
3. dependent
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 01: WORD STRESS
17
4. present (noun)
5. present (verb)
6. suspect (noun)
7. suspect (verb)
8. nightclub
9. fat-free
10. outrun
11. scientific
12. chemical
13. possibility
14. verify
15. biology
16. permission
17. musician
18. official
19. suspicious
20. photography
21. refugee
22. Chinese
23. technique
24. cassette
25. recently
18
TOPIC 01: THE RHYTHM OF ENGLISH
VERSÃO TEXTUAL
In the previous class, you read and learned about stressed and
unstressed syllables in words. In this class, we will see how the
combination of stressed and unstressed syllables contributes to the
creation of the rhythm in English.
THE RHYTHM OF ENGLISH
Many Brazilian learners of English often find it difficult to understand
native speakers of the language because they usually speak very fast. Do you
think so too? Well, one of the reasons that can explain this rapid flow of
speech is the very nature of the rhythm of English – English is a stress-timed
language.
In other words, the length of an utterance in English depends
not on the number of syllables but rather on the number of
stresses (CELCE-MURCIA ET AL, 1996).
THE WORD/PHRASE PAIRS BELOW ILLUSTRATE WHAT IS SAID ABOVE. LISTEN AND PAY CAREFUL ATTENTION TO THE RHYTHM PATTERNS IN
EACH PAIR.
(The examples above were extracted from GRANT, L. Well said.
Boston: Heinle & Heinle, 2001, pp. 78.)
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 02: SENTENCE STRESS
19
EXERCISE
1. Listen to the pairs above again. Do the word and the phrase in each
pair have the same rhythm pattern or different ones? Do they take a
similar amount of time to be said or do the phrases take longer to be said
than the words?
NOW CLICK HERE TO CHECK YOUR ANSWER.
In each pair, the rhythm pattern of the word is the same as that
of the phrase. And both the word and the phrase take almost the
same amount of time to be pronounced.
2. Now listen one more time and mark the stressed syllable of the word
and the stressed syllable of the phrase in each pair.
NOW CLICK HERE TO CHECK YOUR ANSWER.
1.
engiNEER
He was
HERE.
2.
overTHROW
In a ROW.
3.
conVERT
He’s
HURT.
4.
preSENTed
She SENT
it.
5. PERmit LEARN it.
6.
volunTEER
She can
HEAR.
FIRST
20
We can learn that, just like words, phrases and sentences in English
have stressed and unstressed syllables.
SECOND
We can learn that, in spoken English, some words are stressed and
other words are not.
STOP TO READ
If you stress every word and syllable equally, you may sound angry,
impatient, or rude without meaning to.
PRACTICE 1
LISTEN TO THE WORDS AND THE PHRASES BELOW. THEN MATCH THE
WORD AND THE PHRASE WITH THE SAME RHYTHM PATTERN.
1.approximate
2. justifiable
3. confederate
4. alphabetize
5. orthopedic
A. can better it
B. all of her
C. a box of it
D. just as viable
E. or to feed it
21
6. Oliver F. half her size
(The words and phrases in this exercise were extracted from AVERY,
P.; EHRLICH, S. Teaching American pronunciation. Oxford: Oxford
University Press, 2008, pp. 82.)
NOW CLICK HERE TO CHECK YOUR ANSWERS.
1. C 2. D 3. A 4. F 5. E 6. B
PRACTICE 2
Listen to the words and phrases in Practice 1 again and identify the
stressed syllable in both the words and the phrases.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 3
Listen to the words and phrases in exercise 1 again and repeat.
Listening and repeating is important practice for language learning.
SUPPLEMENTARY READING
Click on the links below to read more about stress and the rhythm
of English.
http://www.englishclub.com/esl-articles/199810.htm [2]
http://www.pronuncian.com/lessons.aspx?Lesson=52 [3]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [4]
http://www.merriam-webster.com/ [5]
22
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [6]
http://www.wordwebonline.com/ [7]
REFERENCES
CELCE-MURCIA et al. Teaching Pronunciation: a
Reference for Teachers of English to Speakers of Other Languages.
Cambridge: Cambridge University Press, 1996.
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://www.englishclub.com/esl-articles/199810.htm
3. http://www.pronuncian.com/lessons.aspx?Lesson=52
4. http://michaelis.uol.com.br/moderno/ingles/index.php
5. http://www.merriam-webster.com/
6. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
7. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
23
TOPIC 02: CONTENT AND FUNCTION WORDS
In English stressed syllables are normally more prominent than stressed
syllables in Portuguese. Similarly, unstressed syllables in English are much
weaker than unstressed syllables in Portuguese. Also, in spoken English
some words are more important than other words. The more important
words are called content words ((or lexical words)) , and the less important
words are called function words ((or grammar words)) . When we speak
English we have to stress content words and unstress function words. We do
not normally do this in Portuguese, so we have to remember that native
speakers of English do it and that is one of the main reasons why many
Brazilian learners of English often think they speak too fast.
EXERCISE
1. Listen carefully to the sentences below and mark the words which
are stressed (content words). If the content word has more than one
syllable, mark the syllable which receives the stress.
Her house is quite big, but it doesn’t have a
garden.
They usually listen to the radio in the morning.
London is famous for its red buses.
What newspaper do you read?
They can dance very well but they can’t sing.
Where does your husband work?
How was the weekend?
She’s not Polish. She’s German.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 02: SENTENCE STRESS
24
NOW CLICK HERE TO CHECK YOUR ANSWERS.
Notice that the words HOUSE, QUITE, BIG, HAVE, RED,
WHAT, READ, DANCE, WELL, CAN’T, SING, WHERE, WORK,
HOW, and NOT have only one syllable. Remember that, in English,
we count syllables according to the number of vowel sounds in a
word. For example, HOUSE ( ) has only one vowel sound ( ),
so it has only one syllable. The final ‘E’ is not pronounced in the
words HOUSE, QUITE, HAVE, DANCE, and WHERE: , ,
, and .
2. Now that you have checked your work, write (S) for the kinds of
words which are stressed in the previous exercise and (U) for the kinds
of words which are unstressed.
adjectives nouns
adverbs personal
pronouns
articles prepositions
auxiliary verbs verbs
conjunctions Wh-question
words
negative
contractions/not
NOW CLICK HERE TO CHECK YOUR ANSWERS.
(S) adjectives (S) nouns
(S) adverbs (U) personal pronouns
25
(U) articles (U) prepositions
(U) auxiliary verbs (S) verbs
(U) conjunctions (S) Wh- question words
(S) negative
contractions/not
As you can see from the tasks above, English words can be divided into
two groups:
CONTENT WORDS
◾ Content words express independent meaning.
◾ Content words are usually stressed.
◾ Content words include: adjectives, adverbs, main verbs, negatives, nouns, and question words. They also include demonstrative pronouns ( this, that, these, those) and possessive pronouns ( mine, yours, his, hers, ours, theirs).
FUNCTION WORDS
◾ Function words have little or no meaning in themselves and mainly serve the purpose of expressing grammatical relationships.
◾ Function words are usually unstressed.
◾ Function words include: articles ( a, an, the), auxiliary verbs (e.g. can, do, did), conjunctions (e.g. but, and, so), personal pronouns
(e.g. I, me, my, you, your, he, him), and prepositions (e.g. at, in, from, with). They also include relative pronouns (e.g. that, who, which), demonstrative adjectives, and possessive adjectives (e.g. my, your, his).
STOP TO READ
Listeners of English expect certain words to be strong (stressed) and
others to be weak (unstressed). The strong words are the ones listeners
pay attention to the most. The contrast between stronger words with
weaker words is an important part of clear communication in English
(GRANT, 2001:81). For learners of English to produce sentences that have
the appropriate stress patterns and the appropriate English rhythm, it is
necessary that they know which words are stressed and which are not
stressed.
PRACTICE 1
Listen to the sentences below and mark the words which receive
sentence stress. If the word receives sentence stress and has more than
one syllable, remember to mark the stressed syllable of the word.
1. Nice to meet you.
2. Where did you go for your last vacation?
26
3. We’ve never traveled abroad.
4. I can play the guitar and the flute.
5. He likes pizza but he doesn’t like bread.
6. France is bigger than Italy.
7.They saw a movie and had dinner at a fancy
restaurant.
8. I will call her right now.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
1. NICE to MEET you.
2. WHERE did you GO for your LAST vaCAtion?
3. We’ve NEver TRAveled aBROAD.
4. I can PLAY the GUItar and the FLUTE.
5. He LIKES PIzza but he DOESn't LIKE
BREAD.
6. FRANCE is BIGGer than Italy.
7. They SAW a MOvie and HAD DInner at a
FANcy REStaurant.
8. I will CALL her RIGHT NOW.
The words nice, meet, where, go, last, play, flute,
likes,like, bread, France, saw, had, call, right, and now have
only one syllable.
PRACTICE 2
Go back to the sentences in Practice 1 and classify the words which
receive sentence stress into adjectives, adverbs, main verbs, negatives,
nouns, or question words. Remember that these are the kinds of words
which are normally stressed in spoken English.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
ADJECTIVES: nice, last, bigger, fancy
ADVERBS: never, abroad, right, now
27
MAIN VERBS: meet, go, traveled, play, likes,
like, saw, had, call
NEGATIVES: doesn’t
NOUNS: vacation, guitar, flute, pizza,
bread, France, Italy, movie,
dinner, restaurant
QUESTION
WORDS:
where
PRACTICE 3
Now listen to the sentences in Practice 1 again and practice saying
them out loud.
PRACTICE 4
Click on the link below to watch a video about content and function
words, and their importance to appropriate sentence stress in spoken
English.
http://www.youtube.com/watch?v=tpPCBWsVUp0 [1]
SUPPLEMENTARY READING
Click on the links below to read more about stress in English.
http://www.englishclub.com/pronunciation/sentence-stress.htm [2]
http://www.englishclub.com/pronunciation/sentence-stress-
rules.htm [3]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [4]
http://www.merriam-webster.com/ [5]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [6]
http://www.wordwebonline.com/ [7]
28
REFERENCES
GRANT, L. Well said. Boston: Heinle & Heinle, 2001.
FONTES DAS IMAGENS
1. http://www.youtube.com/watch?v=tpPCBWsVUp0
2. http://www.englishclub.com/pronunciation/sentence-stress.htm
3. http://www.englishclub.com/pronunciation/sentence-stress-rules.htm
4. http://michaelis.uol.com.br/moderno/ingles/index.php
5. http://www.merriam-webster.com/
6. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
7. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
29
TOPIC 03: REDUCED FORMS
As you were presented in the previous topic, function words in spoken
English are usually weak. Many function words have only one syllable, and
because they are usually very weak, they have a strong pronunciation and a
weak pronunciation. For example, the conjunction ‘and’ is pronounced
in isolation, but it is commonly pronounced or when people are
talking naturally.
It is very important to know the weak pronunciation of one-syllable
function words as it helps you understand English better when it is spoken
fast and it allows you to work on the production of more appropriate and
natural English utterances.
Listed below you will find the strong and the weak forms of some one-
syllable function words. Listen and repeat.
STOP TO READ
In connected speech, where function words are normally unstressed,
they are pronounced in their weak form. In the weak form of most one-
syllable function words, the vowel is reduced to , as you can see in the
chart above.
PRACTICE 1
Listen to the sentences below and mark the pronunciation of the
underlined function words that you hear.
1. It’s A book. [eɪ] [ə]
2.She’s AT home.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 02: SENTENCE STRESS
30
[æt] [ət]
3. Did you pass OR fail? [ɔːr] [ər]
4. Let’s call THEM again. [ðem] [əm]
5. Think OF all we have. [ɔːv] [əv]
6. He’s THE boss. [ðiː] [ðə]
7. Sally must HAVE left. [hæv] [əv]
8. Buy some milk AND eggs. [ænd] [ən]
NOW CLICK HERE TO CHECK YOUR ANSWERS.
1. [ə]
2. [ət]
3. [ər]
4. [əm]
5. [əv]
6. [ðə]
7. [əv]
8. [ən]
PRACTICE 2
Write the phonetic transcriptions below into phrases. Then check
your answers, listen to and practice saying them.
1. /ə glæss ə mɪlk/
2. /ˈlemən ən aɪs/
3. /əz swiːt əz ˈʃʊgər/
4. /gɪv ɪm ə breɪk/
5. /ðeɪ əv ˈfɪnɪʃt/
6. /ɪts fər bɪl/
NOW CLICK HERE TO CHECK YOUR ANSWERS.
31
PRACTICE 3
Click on the link below to read and listen to a short paragraph about
restaurants in the US. To listen to the text you must click on the ‘Play-
Windows Media’ button. Listen attentively, as many times as necessary,
and pay careful attention to the use of sentence stress and reduced forms.
For extra practice, you could record yourself reading the paragraph and
afterwards compare your recording to the original audio.
http://www.trainyouraccent.com/a-restaurants.htm [1]
SUPPLEMENTARY READING
Click on the link below to read more about reduced forms in English.
http://www3.telus.net/linguisticsissues/ReducedForms.html [2]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [3]
http://www.merriam-webster.com/ [4]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [5]
http://www.wordwebonline.com/ [6]
FORUM
Based on what you have read about the rhythm of English in this
class, discuss the following questions with your partners and your tutor:
What did you already know about the rhythm of English before reading
this class?
In your opinion, what are the most important topics presented in this
class?
Do you think the rhythm of English is very different from that of
Brazilian Portuguese? In what way(s)?
How do you intend to use what you have learned in order to understand
and speak English better?
How can we teach our students about the rhythm of English from the
very beginning?
FONTES DAS IMAGENS
32
1. http://www.trainyouraccent.com/a-restaurants.htm
2. http://www3.telus.net/linguisticsissues/ReducedForms.html
3. http://michaelis.uol.com.br/moderno/ingles/index.php
4. http://www.merriam-webster.com/
5. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
6. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
33
TASK: LISTENING COMPREHENSION AND ORAL PRODUCTION
PART I - LISTENING COMPREHENSION
PORTFOLIO ACTIVITY
Click on the link below to listen again to the paragraph about
restaurants in the U.S. Remember that you must click on the ‘Play-
Windows Media’ button to listen to the audio. While you listen, mark the
words which receive sentence stress (content words). If the content word
has more than one syllable, mark the syllable which receives the stress.
Remember: in our lessons we mark the stressed syllable using CAPITAL
LETTERS. Then, write the paragraph with the stressed syllables of the
content words in capital letters on a Word document and send it to your
portfolio for your teacher’s assessment.
http://www.trainyouraccent.com/a-restaurants.htm [1]
Para escutar o áudio acesse o ambiente Solar.
RESTAURANTS
I sometimes go out to eat at a restaurant if I don't have time to cook or
I just want to relax. My favorite place is a Mexican restaurant downtown,
and the decor and atmosphere are very authentic. You usually don't have
to make a reservation unless you are planning to go during a busy time.
The prices are very reasonable, and the service is great. Best of all, the
portions are large, and the food is superb. I always make sure to leave a
generous tip.
PART II - ORAL PRODUCTION
PORTFOLIO ACTIVITY
The phrases and sentences below all appear in lesson 2. Go back to
each topic to listen to their pronunciation again (as many times as
necessary) and record them. Then, send the recording to your portfolio for
your teacher’s assessment. Make sure to stress content words and unstress
function words. Also, try to produce the weak form of one-syllable
function words as studied in topic 3.
1. He was here.
2. She sent it.
3. Her house is quite big.
4. London is famous for its red buses.
5. What newspaper do you read?
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 02: SENTENCE STRESS
34
6. How was the weekend?
7. She’s not Polish. She’s German.
8. Nice to meet you.
9. I can play the guitar and the flute.
10. He likes pizza but he doesn’t like bread.
11. It’s a book.
12. She’s at home.
13. Did you pass or fail?
14. Let’s call them again.
15. Think of all we have.
16. a glass of milk
17. lemon and ice
18. as sweet as sugar
19. Give him a break.
20. They have finished.
FONTES DAS IMAGENS
1. http://www.trainyouraccent.com/a-restaurants.htm
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
35
TOPIC 01: LINKING
Speech is a continuous stream of sounds. This means that when we
speak naturally, we do not pronounce a word, make a pause, then say the
next word in the sentence, pause again, and so on.
In rapid speech, when one word is linked with the next, sounds come
together. And when sounds come together in speech, they are influenced
by one another. As a result, some sounds are lost, some sounds are added,
some sounds take on different characteristics, and some are spoken almost
simultaneously.
In classes 3 and 4, you will be presented with some of the major
adjustments which take place in connected speech: LINKING, ELISION,
EPENTHESIS, and ASSIMILATION.
Learning about these adjustments is not only important to help
learners of English to improve their oral production, but it is also crucial in
helping them to improve their listening comprehension (CELCE-MURCIA
ET AL, 1996).
LINKING
Linking can be defined as the connecting of the final sound of one word
or syllable to the initial sound of the next. When words are properly linked,
there is a smooth transition from one word to the next. Linking occurs in
different phonological contexts.
Let us see the most common of these contexts. Click in the boxes to
open.
VERSÃO TEXTUAL DO FLASH
Linking consonants to vowels
When a word ends in a consonant sound and is followed by a
word beginning with a vowel sound, the consonant is often produced
as if belonged to both syllables or as if belonged to the next word.
(Remember that the letter ‘E’ in word-final position is not
pronounced in the words LIKE, MOVE, and LEAVE:
Linking consonants to consonants
When a word ends in a stop consonant and is followed by a word
that begins with a consonant, the stop consonant is not released.
stop consonant:
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
36
Linking identical consonants
When a word ends in a consonant sound and is followed by a
word beginning with the same consonant sound, the two consonants
are normally pronounced as one long consonant.
Linking vowels to vowels
When a word ends in a tense vowel and is followed by a word
beginning with a vowel, the words are usually linked by the glide (or
semi-vowel) ending the tense vowel.
tense vowel :
glide (or semi-vowel):
Para escutar aos audios acesse o ambiente SOLAR
STOP TO READ
People do not speak in separate words, they speak in logical
connected groups of words. These groups are often called thought groups.
A thought group can be defined as a portion of a sentence separated from
the rest by a pause or pauses. In the examples below, the thought groups
are separated by a diagonal line:
VERSÃO TEXTUAL DO FLASH
Please call / if you have to cancel.
Whatever you do, / do well.
Experts say / that what you name your child / can make a huge
difference.
It is not possible to make a clear set of rules to divide sentences into
thought groups. A speaker is normally free to group words according to
personal preference.
(The examples above were extracted from GRANT, 2001: 124-134.)
PRACTICE 1
Listen to the sentences below and identify the places where the
process of linking occurs.
VERSÃO TEXTUAL DO FLASH
1. She has a lot of friends.
2. What time is it?
37
3. This is my uncle, John.
4. We live in a big house with a big garden.
5. He left home at eight and got to work at nine.
6. We haven’t talked to each other in ages.
7. English is spoken all over the world.
8. I had a really bad day yesterday.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 2
Listen to the sentences in Practice 1 again and repeat. Listening and
repeating is important practice for language learning.
PRACTICE 3
Go back to the sentences in Practice 1 and identify the types of linking
which occur: Type 1 = linking consonants to vowels; Type 2 =
linking a stop consonant to a consonant; Type 3 = linking
identical consonants; Type 4 = linking vowels to vowels. For
example, in ‘has a’ in sentence 1 we link the final consonant of ‘has’ to the
following vowel sound (type 1).
PRACTICE 4
Click on the link below for the lyrics and the audio of the song
“WHEN I NEED YOU” by Canadian singer Celine Dion. Read the lyrics
while listening to the song and identify occurrences of linking. Listen to it
as many times as necessary.
http://letras.mus.br/celine-dion/70030/traducao.html [1]
38
NOW CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 5
Listen again to the song “When I need you” by Celine Dion and sing it
out loud to practice the occurrences of linking in it
FORUM
Discuss your answers to Practice 3 with your classmates and your
teacher in the forum.
SUPPLEMENTARY READING
Click on the links below to read more about linking in English.
http://www.englishclub.com/pronunciation/linking.htm [2]
http://www.pronuncian.com/lessons.aspx?Lesson=7 [3]
http://www.pronuncian.com/lessons.aspx?Lesson=50 [4]
http://www.pronuncian.com/lessons.aspx?Lesson=54 [5]
39
http://www.pronuncian.com/lessons.aspx?Lesson=55 [6]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [7]
http://www.merriam-webster.com/ [8]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [9]
http://www.wordwebonline.com/ [10]
REFERENCES
CELCE-MURCIA et al. Teaching Pronunciation: a
Reference for Teachers of English to Speakers of Other Languages.
Cambridge: Cambridge University Press, 1996.
GRANT, L. Well Said. Boston: Heinle & Heinle, 2001.
FONTES DAS IMAGENS
1. http://letras.mus.br/celine-dion/70030/traducao.html
2. http://www.englishclub.com/pronunciation/linking.htm
3. http://www.pronuncian.com/lessons.aspx?Lesson=7
4. http://www.pronuncian.com/lessons.aspx?Lesson=50
5. http://www.pronuncian.com/lessons.aspx?Lesson=54
6. http://www.pronuncian.com/lessons.aspx?Lesson=55
7. http://michaelis.uol.com.br/moderno/ingles/index.php
8. http://www.merriam-webster.com/
9. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
10. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
40
TOPIC 02: ELISION
In the previous topic, you learned about the process of LINKING in
connected speech. In this topic, you will learn about another type of
adjustment which happens in spoken English – the process of elision (also
known as deletion).
The most typical phonological contexts in which elision occurs are:
VERSÃO TEXTUAL DO FLASH
Context 1: Elision of /t/ when the sequence /nt/ occurs between
two vowels.
Context 2: Elision of /t/ or /d/ when they occur in a sequence of
three consonants.
Context 3: Elision of /t/ or /d/ in word-final position, when it is
preceded by a single consonant and is followed by a word beginning
with a consonant.
Context 4: Elision of an unstressed when it is
preceded by the stressed syllable in multisyllabic words
Context 5: Elision of /v/ in the preposition of before words
beginning with a consonant.
Context 6: Elision of initial /h/ and /ð/ in pronominal forms in
connected speech.
Para escutar aos audios acesse o ambiente SOLAR
STOP TO READ
Knowing the phonological contexts in which deletion often occurs
might help you better understand spoken English.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
41
PRACTICE 1
Listen to the phrases and sentences below and identify occurrences of
ELISION.
VERSÃO TEXTUAL DO FLASH
1.We love winter.
2.He suffers from partial blindness.
3.They’re leaving next Monday.
4.Can I have an aspirin?
5. Children love to make sand castles on the beach.
6. We only need a handful of rice.
7. He’s a really fast driver.
8. What a waste of time!
9. Can you help her with the homework?
10. I don’t like history much.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 2
Go back to the sentences in Practice 1 again and identify the
phonological contexts where elision occurs.
42
CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 3
Now listen to the sentences in Practice 1 and repeat them out loud to
practice the occurrences of elision in them. Remember that repeating is
important for effective language learning.
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [1]
http://www.merriam-webster.com/ [2]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [3]
http://www.wordwebonline.com/ [4]
FONTES DAS IMAGENS
1. http://michaelis.uol.com.br/moderno/ingles/index.php
2. http://www.merriam-webster.com/
43
3. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
4. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
44
TOPIC 03: EPENTHESIS
In topics 1 and 2, you learned about linking and deletion in
connected speech. In this topic, you will learn about the process of
epenthesis.
MOST COMMON TYPES OF EPENTHESIS
The most important type of epenthesis in English occurs in certain
morphophonological sequences such as the regular plural and the regular
past tense. In these cases, an epenthetic schwa is added to break up
sequences of sibilants ( -- characterized by a hissing sound, similar to a long
“s”) or alveolar stops, respectively.
The sounds /t/ and /d/
◾ The Regular Plural
The nouns below all end in a sibilant sound. Listen to their
pronunciation and identify the six sibilant sounds in English.
NOW CLICK HERE TO CHECK YOUR ANSWERS.
As you can see from above, the six English
sibilants are and
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
45
In nouns that end in hissing, sibilant sounds, we add the syllable /əz/
(or ) when forming their plural. Let us hear the pronunciation of the
plural of the nouns above.
STOP TO READ
The Plural Rule is also applicable to: the third person singular present
tense ending, the contracted form of “is” and “has”, and the possessive ‘s.
◾ The Regular Past Tense
To regular verbs that end in /t/ or /d/, we add the syllable /əd/ ( or )
when forming their past. Let us hear the pronunciation of the past of the
verbs below.
STOP TO READ
When a verb does not end in /t/ or /d/, the –ed ending is pronounced
as a result of the process of assimilation, which will be studied in our
next class.
PRACTICE 1
Try to pronounce the verbs and nouns below based on what you have
learned in this class. Then listen to their pronunciation, check and repeat.
46
1. washes (v.)
2. watches (v.)
3. misses (v.)
4. uses (v.)
5. laces (n.)
6. fixes (v.)
7. mirages (n.)
8. catches (v.)
9. bridges (n.)
10. crashes (v.)
CLICK HERE TO CHECK THE PRONUNCIATION OF THE WORDS.
PRACTICE 2
Try to pronounce the following past tense verbs based on what you
have learned about epenthesis. Then listen to their pronunciation, check
and repeat.
1. wanted
2. pretended
3. started
4. handed
5. waited
47
6. tested
7. landed
8. surrounded
9. deleted
10. permitted
CLICK HERE TO CHECK THE PRONUNCIATION OF THE WORDS.
PRACTICE 3
Click on the link below to watch a video about the pronunciation of
–S/–ED ENDINGS and LINKING.
http://www.youtube.com/watch?
v=0n1WN8kwz5o&list=PLF6310CB3022A93E7 [1]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [2]
http://www.merriam-webster.com/ [3]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [4]
http://www.wordwebonline.com/ [5]
FONTES DAS IMAGENS
1. http://www.youtube.com/watch?
v=0n1WN8kwz5o&list=PLF6310CB3022A93E7
2. http://michaelis.uol.com.br/moderno/ingles/index.php
3. http://www.merriam-webster.com/
48
4. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
5. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
49
TOPIC TASK: LISTENING COMPREHENSION AND ORAL PRODUCTION
PORTFOLIO ACTIVITY
Click on the link below to do the exercises.
Listening Comprehension and Oral Production
PART I - LISTENING COMPREHENSION
PORTFOLIO ACTIVITY
Listen carefully and identify the occurrences of linking, elision and
epenthesis that occur in the sentences below. Then write your answers on
a Word document and send it to your portfolio for your teacher’s
correction.
She washes her hair twice a week.
After the plane landed, we rented a car
and went to the hotel.
I don’t enjoy having classes on
weekends.
Every morning he wakes up and works
out.
We have a lot of friends but they’re
always too busy to go out with us.
They work in a bank next to the bus
station.
He decided to go for a walk in the
park.
My left leg is hurting. I think I’ve
broken it.
Let’s see what’s on at the cinema.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
50
Give him a call if you want to.
PART II - ORAL PRODUCTION
PORTFOLIO ACTIVITY
Listen to the sentences in Part I again and record them. Then, send
the recording to your portfolio for your teacher’s assessment. Remember
to produce the adjustments concerning linking, elision and epenthesis that
(can) occur in the phonological contexts in the sentences.
FONTES DAS IMAGENS
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
51
TOPIC 01: PROGRESSIVE ASSIMILATION
In the previous class, you learned about the processes of LINKING,
ELISION, and EPENTHESIS in connected speech. In this class, you will learn
about another type of adjustment which happens in spoken English – the
process of ASSIMILATION.
Assimilation is a universal feature of spoken language. It occurs when
a particular sound takes on ( -- to begin to have a particular quality) the
characteristics of an adjacent sound. In English, the process of assimilation
frequently occurs, both within words and between words.
There are three types of assimilation in English: PROGRESSIVE
ASSIMILATION, REGRESSIVE ASSIMILATION, and COALESCENT
ASSIMILATION. In this topic, you will learn about progressive assimilation.
Regressive assimilation and coalescent assimilation will be dealt with in
topics 2 and 3, respectively.
PROGRESSIVE ASSIMILATION
Progressive assimilation occurs when a certain sound is
affected by the sound which precedes it.
Examples of this type of assimilation include:
-S ENDING
For the regular plural of nouns, the third person singular
form of present simple verbs, the contraction of ‘is’, the contraction of
‘has’ as an auxiliary verb, and possessive ‘s: the final sound of the
stem word ( -- the word without the –s ending ) conditions the voiced or
voiceless pronunciation of the suffix: /s/ (the voiceless form) or /z/
(the voiced form). For example:
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
52
-ED ENDING
For the simple past and past participle forms of regular
verbs: the final sound of the stem word conditions the voiced or voiceless
pronunciation of the suffix: /t/ (the voiceless form) or /d/ (the
voiced form).
For example:
STOP TO READ
As you studied in class 3, in words that end in sibilant sounds, the –s
ending is pronounced /əz/ (or ) as a result of the process of
epenthesis.
STOP TO READ
As you studied in class 3, in words that end in /t/ or /d/, the –ed
ending is pronounced /əd/ (or ) as a result of the process of
epenthesis.
STOP TO READ
Similarly to linking, the amount of assimilation that occurs in
speech depends on numerous variables, such as the formality of the
situation, the rate of speech, and the style of the speaker (CELCE-
MURCIA ET AL, 1996).
PRACTICE 1
53
Practice identifying the pronunciation of –s endings as a result of
the process of progressive assimilation.Is the –s ending in the words
below pronounced /s/ or /z/?
CLICK HERE TO CHECK YOUR ANSWERS.
1. /S/
The voiceless /k/ conditions the voiceless form of the
–s ending, causing it to be pronounced /s/.
2. /Z/
The voiced /v/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
3. /S/
The voiceless /t/ conditions the voiceless form of the –s
ending, causing it to be pronounced /s/.
4. /Z/
The voiced /eɪ/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
5. /Z/
The voiced /b/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
6. /Z/
The voiced /n/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
54
7. /Z/
The voiced /l/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
8. /S/
The voiceless /p/ conditions the voiceless form of the
–s ending, causing it to be pronounced /s/.
9. /S/
The voiceless /t/ conditions the voiceless form of the –s
ending, causing it to be pronounced /s/.
10. /Z/
The voiced /d/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
11. /S/
The voiceless /p/ conditions the voiceless form of the
–s ending, causing it to be pronounced /s/.
12. /Z/
The voiced /ə/ conditions the voiced form of the –s
ending, causing it to be pronounced /z/.
PRACTICE 2
Now listen carefully to the words from Practice 1 in the sentences
below. Then listen again and repeat them to work on your pronunciation
of –s endings.
55
PRACTICE 3
Practice identifying the pronunciation of –ed endings as a result of
the process of progressive assimilation. Is the –ed ending in the words
below pronounced /t/ or /d/?
CLICK HERE TO CHECK YOUR ANSWERS.
1. /t/
The voiceless /k/ conditions the voiceless form of the
–ed ending, causing it to be pronounced /t/.
2. /d/
The voiced /v/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
3. /t/
The voiceless /s/ conditions the voiceless form of the
–ed ending, causing it to be pronounced /t/.
4. /d/
The voiced /l/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
5./d/
The voiced /aɪ/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
6. /d/
The voiced /n/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
56
7. /d/
The voiced /eɪ/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
8. /t/
The voiceless /ʃ/ conditions the voiceless form of the
–ed ending, causing it to be pronounced /t/.
9. /d/
The voiced /z/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
10. /d/
The voiced /r/ conditions the voiced form of the –ed
ending, causing it to be pronounced /d/.
PRACTICE 4
Now listen carefully to the verbs from Practice 3 in the sentences
below. Then listen again and repeat them to work on your pronunciation
of –ed endings.
PRACTICE 5
Click on the link below to watch the video about -S/-ED ENDINGS and
LINKING one more time.
http://www.youtube.com/watch?
v=0n1WN8kwz5o&list=PLF6310CB3022A93E7 [5]
57
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [6]
http://www.merriam-webster.com/ [7]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [8]
http://www.wordwebonline.com/ [9]
REFERENCES
CELCE-MURCIA et al. Teaching Pronunciation: a
Reference for Teachers of English to Speakers of Other Languages.
Cambridge: Cambridge University Press, 1996.
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://www.adobe.com/go/getflashplayer
3. http://www.adobe.com/go/getflashplayer
4. http://www.adobe.com/go/getflashplayer
5. http://www.youtube.com/watch?
v=0n1WN8kwz5o&list=PLF6310CB3022A93E7
6. http://michaelis.uol.com.br/moderno/ingles/index.php
7. http://www.merriam-webster.com/
8. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
9. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
58
TOPIC 02: REGRESSIVE ASSIMILATION
Regressive assimilation occurs when a certain sound is affected by
the sound which follows it.
Examples of this type of assimilation include:
THE MODALS ‘HAVE TO’ AND ‘HAS TO’
In have to and has to, the voiceless /t/ causes the preceding
voiced /v/ and /z/ to become voiceless /f/ and /s/ respectively.
‘USED TO’ (EXPRESSING PAST HABITUAL ACTION)
In used to, the voiceless /t/ causes the preceding voiced
combination /zd/ to become the voiceless combination /st/.
In rapid native-speaker speech, the sibilant sound /ʃ/ causes the
preceding sibilants /s/ or /z/ to become identical to it. For example:
The stop consonant /t/ may assimilate to a following initial /p/
or /k/, while the stop /d/ may assimilate to a following /b/ or /g/.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
59
In both cases, there is a change in the place of articulation, but there is no
change in the voiced or voiceless quality of the segment. For example:
The final nasal consonant /n/ may adjust its place of articulation
and become /m/ when it is followed by a bilabial (/p/, /b/, /m/), or it
may become /ŋ/ when it is followed by a velar (/k/, /g/).
PRACTICE 1
Listen to the sentences below and identify the places where the
process of regressive assimilation occurs.
VERSÃO TEXTUAL DO FLASH
1. She has to leave in May.
2. They used to eat popcorn a lot.
3. He has short curly hair.
4. When is she coming?
5. Philip’s shirt is new.
6. We have to study more.
7. Can I have some fruit cake?
8. Boys like thin girls.
60
CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 2
Listen to the sentences in Practice 1 again and repeat them. Pay
careful attention and give special emphasis to the occurrences of
regressive assimilation in the sentences.
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [1]
http://www.merriam-webster.com/ [2]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [3]
http://www.wordwebonline.com/ [4]
FONTES DAS IMAGENS
1. http://michaelis.uol.com.br/moderno/ingles/index.php
2. http://www.merriam-webster.com/
3. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
4. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
61
TOPIC 03: COALESCENT ASSIMILATION
VERSÃO TEXTUAL
Coalescent assimilation is a type of reciprocal assimilation:
the first sound and second sound in a sequence come together and
mutually condition the creation of a third sound with characteristics
from both original sounds.
The most common type of coalescent assimilation is referred to as
palatalization. Palatalization occurs when the final alveolar
consonants /s/, /z/, /t/ and /d/ or the final alveolar consonant
sequences /ts/ and /dz/ are followed by initial palatal /j/ and then become
palatalized fricatives (/ʃ/ and /ʒ/) and affricates (/ʧ/ and /ʤ/). Let us look at
and listen to some examples in the following chart.
PRACTICE 1
Listen to the sentences below and identify the places where the
process of coalescent assimilation occurs.
VERSÃO TEXTUAL DO FLASH
1. Why don’t you call later?
2. Can I kiss you goodbye?
3. Would you like a cup of coffee?
4. When did your wife get back?
5. Did you tell them what you saw?
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
62
6. Last year Gina bought a new car.
7. Is that your son? He’s so big!
8. He never takes your advice.
9. Where is your mom?
10. I truly loved you but I don’t anymore.
CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 2
Listen to the sentences in Practice 1 again and repeat them. Pay
careful attention and give special emphasis to the occurrences of
coalescent assimilation in the sentences.
SUPPLEMENTARY READING
Click on the link below to read more about connected speech in
English.
http://www.personal.reading.ac.uk/~llsroach/phon2/asscoareli-into.htm
[2]
63
FORUM
Based on what you have read about linking, elision, epenthesis and
assimilation, as well as on your experiences with the English language,
discuss the following questions with your partners:
◾ Which of the adjustments presented in classes 3 and 4 were you already familiar with?
◾ How can learners of English benefit from studying the adjustments of connected speech in an explicit way, both in terms of listening and speaking?
◾ What strategies can you use in order to put these adjustments into practice?
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [3]
http://www.merriam-webster.com/ [4]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [5]
http://www.wordwebonline.com/ [6]
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://www.personal.reading.ac.uk/~llsroach/phon2/asscoareli-
into.htm
3. http://michaelis.uol.com.br/moderno/ingles/index.php
4. http://www.merriam-webster.com/
5. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
6. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
64
TOPIC TASK: LISTENING COMPREHENSION AND ORAL PRODUCTION
PORTFOLIO ACTIVITY
Click on the link below to do the exercises.
Listening Comprehension and Oral Production
PART I - LISTENING COMPREHENSION
PORTFOLIO ACTIVITY
Listen carefully and complete the sentences below. Then write the
sentences on a Word document, save it and send it to your portfolio for
your teacher’s assessment.
1. Please, don’t go. I help.
2. She five miles after she
in the morning.
3. Why come to the party?
4. Bill to know he’s fine.
5. We and all night. It was
a great party.
6. She work every other
Saturday.
7. Gina and her sister fight
a lot when they were younger.
8. After his English class , he
a bus home.
9. we’re going to Canada
for our holiday.
10. You left me just when I
most.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
65
PART II - ORAL PRODUCTION
PORTFOLIO ACTIVITY
The sentences and phrases below all appear in lesson 4. Go back to
the topics and listen to them again as many times as necessary. Then,
record them paying careful attention to the pronunciation of the segments
in bold and send the recording to your portfolio for your teacher’s
assessment. Make sure to produce the adjustments concerning
assimilation and linking as indicated by the phonetic transcriptions.
FONTES DAS IMAGENS
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
66
TOPIC 01: FOCUS
In class 2, you learned that in spoken English content words ( --
adjectives, adverbs, main verbs, negatives, nouns, question words,
demonstrative pronouns, and possessive pronouns.) are stressed and
function words ( -- articles, auxiliary verbs, conjunctions, personal pronouns,
prepositions, relative pronouns, demonstrative adjectives, and possessive
adjectives) are unstressed. However, there is one word or one syllable
(when the word has more than one syllable) which receives more stress or
emphasis than the others. This word is called the focus word and it is the
most prominent word in the phrase.
VERSÃO TEXTUAL
When a conversation begins or a topic is introduced, the focus is
usually the last content word or stressed syllable of the last content
word (GRANT, 2001:95). When this happens, the focus is
considered neutral.
Now listen to the examples below. The sentences and phrases illustrate
the placement of focus on the last content word (or its stressed syllable). The
syllables in bold capital letters are stressed, and the large dot (●) is placed
above the word or syllable that receives focus.
EXAMPLE 01
EXAMPLE 02
EXAMPLE 03
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 05: INTONATION
67
OBSERVATION
Listen to the different ways in which the sentence “He finished his
report” is said in the dialogues below and compare the different meanings
that are created because of the change in focus.
The dialogues above illustrate how intonation depends on context.
By putting special emphasis on a given word, we may convey different
meanings and intentions. Listen to the dialogues again and identify
which word (or syllable, if the word has more than one syllable) in
‘John finished his report’ is the most prominent.
CLICK HERE TO CHECK YOUR ANSWERS.
STOP TO READ
Focus maintains the natural flow of communication between speakers
and listeners. When focus is not appropriately used, there is usually some
kind of misunderstanding.
PRACTICE 1
The sentences and phrases in the dialogues below all take neutral
placement of focus. Identify the words (or syllables) which are stressed
and then predict which one is the most prominent. Then listen and
practice.
DIALOGUE 1
A: Why haven’t you cleaned up your bedroom?
B: Because I was doing my homework. But I’ll start right now.
DIALOGUE 2
A: What time did you get home?
B: Around eight.
A: That early?
B: Alex gave me a ride.
68
DIALOGUE 3
A: When are you going to have a vacation?
B: Next July.
A: Are you going anywhere?
B: No. I’m saving to buy a car.
CLICK HERE TO CHECK YOUR ANSWERS.
PRACTICE 2
It is extremely important to distinguish between content words and
function words to produce the rhythm of English appropriately. Let us
revise this aspect we have studied before by doing the exercises on the
links below.
http://esl.about.com/library/speaking/blpronounce_stress_words1.htm
[2]
69
http://esl.about.com/library/speaking/blpronounce_stress_words2.htm
[3]
PRACTICE 3
In the dialogues below, there is shift of focus to words other than the
last content word in some phrases/sentences. Listen to each one of the
dialogues and identify where this shift happens.
DIALOGUE 1
DIALOGUE 2
DIALOGUE 3
DIALOGUE 4
CLICK HERE TO CHECK YOUR ANSWERS.
70
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [4]
http://www.merriam-webster.com/ [5]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [6]
http://www.wordwebonline.com/ [7]
REFERENCES
GRANT, L. Well said. Boston: Heinle & Heinle, 2001.
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://esl.about.com/library/speaking/blpronounce_stress_words1.htm
3. http://esl.about.com/library/speaking/blpronounce_stress_words2.ht
m
4. http://michaelis.uol.com.br/moderno/ingles/index.php
5. http://www.merriam-webster.com/
6. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
7. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
71
TOPIC 02: RISING-FALLING INTONATION
In the previous topic, you were presented with the concept of focus and
its importance to English pronunciation. Now you will learn more about
intonation.
More specifically, intonation is the combination of musical tones on
which we pronounce the syllables that make up our speech, and it is often
referred to as the melody of language.
If you listen to someone speak, you will notice that their voice goes up
and down. This movement of the voice up or down is called pitch. These
pitch changes contribute significantly to intelligible communication as
different pitch patterns can signal a wide variety of meanings.
In our course, we will use a simplified system which divides intonation
into four types: normal, high, low and extra-high. In order to show the
movements of the voice up or down, lines will be drawn at four different
levels and arrows will be used to represent the four types of intonation
(tones) we will work with. Look at and listen to the examples below.
Then listen again and repeat, trying to make your voice follow the tones.
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 05: INTONATION
72
VERSÃO TEXTUAL DO FLASH
1. GOOD MORNing.
Extra high
High morn-
Normal Good
Low ing
2. JOHN CALLED me.
Extra high
High called
Normal John
Low me
3. I'd LIKE a SOda.
Extra high
High so-
Normal I'd like a
Low -da.
STOP TO READ
The most prominent word or syllable is the word or syllable with the
greatest pitch change. When we have neutral focus, it is usually the last
content word (or its stressed syllable) that has the greatest change in pitch.
INTONATION PATTERNS
Each speaker has his or her own variety of tones. However, native
speakers and proficient speakers of English usually make their voices rise
and fall at nearly the same places under similar circumstances. It is at the
end of sentences that English intonation is used most uniformly. In this
position, there are two basic types of intonation: rising-falling intonation
(also known as falling intonation) and rising intonation. The first type will be
introduced in this topic, whereas the latter will be dealt with in topic 3.
RISING-FALLING INTONATION
73
In other words, what comes immediately before the high note is spoken
on a normal tone, and what comes after the high note is spoken on a low tone
(PRATOR & ROBINNETT, 1985). The last content word (or the stressed
syllable of the last content word) normally receives the high note.
Listen to the examples below.
VERSÃO TEXTUAL DO FLASH
4. We DON'T beLIEVE it.
Extra high
High -lieve
Normal We don't be-
Low it.
5. WHY is she ANgry?
Extra high
High an-
Normal Why is she
Low -gry
6. You NEED to STUdy
Extra high
High stu-
Normal You need to
Low -dy.
The movement from one tone to another usually happens between
syllables, as the examples above show. However, the voice sometimes rises
( -- goes up) and falls ( -- goes down) below normal within the same syllable.
This movement is known as a slide. A slide happens when the last sentence
stress and the high note fall on the last syllable.
74
Look at and listen to the examples below.
VERSÃO TEXTUAL DO FLASH
7. The FILM is GOOD
Extra high
High goo-
Normal The film is
Low -ood.
8. THIS is mySON!
Extra high
High so-
Normal This is my
Low -on.
Notice that this movement up and down within the same syllable causes
the vowel of the syllable to be lengthened ( -- to become longer) . Listen to
examples 7 and 8 again and pay careful attention to the lengthening of the
vowel.
In English, rising-falling intonation is usually used at the end of:
DECLARATIVESENTENCES
THIS IS MY SON.
YOU NEED TO STUDY.
COMMANDS BRING YOUR DICTIONARY NEXT CLASS.
75
DON’T FORGET TO TAKE YOUR UMBRELLA.
WH - QUESTIONS ( -- QUESTIONS THAT BEGIN
WITH AN
INTERROGATIVE WORD, SUCH AS
<EM>WHAT</EM>, <EM>WHO</EM>, <EM>WHEN</EM>, ETC)
WHAT’S THE PROBLEM?
WHERE DO YOU LIVE?
STOP TO READ
The fall of your voice to a low tone indicates that the thought is
completed. For this reason, it is considered a type of vocal full stop. Clear
rising-falling intonation signals certainty and completeness (PRATOR &
ROBINNETT, 1985).
PRACTICE 1
Identify where your voice is more likely to rise and fall in the
sentences below. Where is there a slide and why?
CLICK HERE TO CHECK YOUR ANSWERS.
VERSÃO TEXTUAL DO FLASH
1. Who wrote it?
Extra high
High wrote
Normal Who
Low it?
2. She wants a sandwich.
Extra high
High sand
76
Normal She wants a
Low -wicn.
3.Try to keep the street clean
Extra high
High clea-
Normal Try to keep the street
Low -ean.
4. Jack is in his bedroom.
Extra high
High bed-
Normal Jack is in his
Low -room.
5. Where's the police station?
Extra high
High -lice
Normal Where's the po-
Low station?
6. What's he talking about?
Extra high
High talk
Normal What's he
Low -ing about?
7. We never have meat.
Extra high
High mea-
Normal We never have
Low -eat
8. Peter's married to my sister
Extra high
High sis-
Normal Peter's married to my
Low -ter.
77
9. I can't see well without my glasses.
Extra high
High glass-
Normal I can't see well without my/p>
Low -es.
10. Don't forget to call us.
Extra high
High call
Normal Don't forget to
Low us.
Answer: There is a slide in sentences 3 and 7 because the
syllable that receives the high tone is the last syllable in the
sentence.
PRACTICE 2
Listen to the sentences in Practice 1 and repeat. Be sure to use rising-
falling intonation.
PRACTICE 3
Go back to the sentences in practice 1 again and identify the content
words in each one of them. Remember that content words are normally
stressed in spoken English. When the content word has more than one
syllable, also identify the syllable that receives sentence stress. Then,
remember why they are content words.
CLICK HERE TO CHECK YOUR ANSWERS.
1. WHO WROTE it?
2. She WANTS a SANDwich.
3. TRY to KEEP the STREET CLEAN.
4. JACK is in his BEDroom.
5. WHERE’S the poLICE STAtion?
6. WHAT’S he TALKing about?
7. We NEver HAVE MEAT.
8. PEter’s MArried to my SISter.
9. I CAN’T SEE WELL without my GLASSes.
10. DON’T forGET to CALL us.
WHY ARE THEY CONTENT WORDS?
◾ Who, where and what are wh- words.
◾ Wrote, wants, try, keep, talking, have, see, and forget are main verbs.
78
◾ Sandwich, street, bedroom, police station, meat, sister, and glasses are nouns.
◾ Clean is an adjective.
◾ Never and well are adverbs.
◾ Can’t and don’t are negative contractions.
TO REVISE SENTENCE STRESS, GO BACK TO CLASS 2.
FURTHER READING
Click on the link below to read more about intonation in English.
http://home.cc.umanitoba.ca/~krussll/138/sec3/inton.htm [1]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [2]
http://www.merriam-webster.com/ [3]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [4]
http://www.wordwebonline.com/ [5]
REFERENCES
PRATOR, C. H.; ROBINNETT, B. W. Manual of American
English Pronunciation (4th edition). Orlando: Holt, Rineliart
and Winston, Inc., 1985.
FONTES DAS IMAGENS
1. http://home.cc.umanitoba.ca/~krussll/138/sec3/inton.htm
2. http://michaelis.uol.com.br/moderno/ingles/index.php
3. http://www.merriam-webster.com/
4. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
5. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
79
TOPIC 03: RISING INTONATION
In English, two types of intonation are most common at the end of a
sentence: rising-falling intonation and rising intonation. In the previous
topic, you learned that rising-falling intonation is used for declarative
sentences, commands, and wh- questions. In this lesson, you will study
rising intonation.
In English, rising intonation is used at the end of questions that do not
begin with a wh- word, i.e., questions that can be answered by ‘yes’ or ‘no’.
These yes/no questions begin with auxiliary verbs, such as can, would, may,
should, is, am, are, have, has, do, does, did, among others.
When rising intonation is used, the voice normally goes up to a high
note on the last sentence stress, just like in rising-falling intonation. The
difference is that,in the rising intonation pattern, the syllables that follow the
rise of the voice are pronounced on the high note as well, i.e., they do not fall
to a low note (PRATOR & ROBINNETT, 1985).
Listen to the examples below.
VERSÃO TEXTUAL DO FLASH
1. Are you BraZIlian?
Extra high
High zilian?
Normal Are you Bra-
Low
2. Can IHELPyou?
Extra high
High help you?
Normal Can I
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 05: INTONATION
80
Low
3. Did youSEEhim at the PARty
Extra high
High party?
Normal Did you see him at the
Low
STOP TO READ
When the speaker leaves the voice high at the end of the sentence, he
or she creates in the listener a feeling of incompleteness, suggesting that
something else must be said. This sensation of incompleteness contrasts
with the sense of completeness created by the rising-falling intonation
pattern.
Listen to the sentences below and answer the following questions:
a)What type of end-of-sentence intonation is used?
b)Do the sentences mean the same thing?
VERSÃO TEXTUAL DO FLASH
1. What time does the class finish?
2. What time does the class finish?
CLICK HERE TO CHECK YOUR ANSWERS.
a) In sentence 1, the speaker uses rising-falling intonation. In
sentence 2, the speaker uses rising intonation.
b) They have different meanings. In sentence 1, the speaker is
asking a true question, i.e., he or she really wants to learn what time
the class finishes. But in sentence 2, the question is an echo question,
i.e., it is a question about what was said previously, and it means “Is
that what you just said?” or “Please, repeat what you said”.
STOP TO READ
As you learned in topic 2, wh- questions are usually given rising-
falling intonation. However, they take on a new meaning if they are said
with rising intonation – they are echo questions, which normally mean “Is
that what you said?” or “Please, repeat what you said.”
PRACTICE 1
81
Identify where your voice is more likely to rise in the questions below.
Remember that the voice normally goes up to a high note on the last
sentence stress.
CLICK HERE TO CHECK YOUR ANSWERS.
VERSÃO TEXTUAL DO FLASH
1. Does your WIFE WORK?
Extra high
High work?
Normal Does your wife
Low
2. Did you HAVE a vaCAtion?
Extra high
High vacation?
Normal Did you have a va-
Low
3. Will youHELP me with the BAGS?
Extra high
High bags?
Normal Will you help me with the
Low
4. Is it RAINing
Extra high
High raining?
Normal Is it
82
Low
5. Was the WEAther COLD in LONdon?
Extra high
High London?
Normal Was the weather cold in
Low
6. Have you EVER BEEN aBROAD?
Extra high
High -broad?
Normal Have you ever been a-
Low
7. Has she LOST her CREdit CARD?
Extra high
High credit card?
Normal Has she lost her
Low
8. Would you LIKE a CUP of COffe?
Extra high
High coffe?
Normal Would you like a cup of
Low
9. Should I GO to the DOCtot?
Extra high
High doctor?
Normal Should I go to the
Low
10. Is it GOing to be exCITing?
Extra high
High -citing?
Normal Is it going to be ex-
Low
83
PRACTICE 2
Listen to the sentences in Practice 1 and repeat. Be sure to use rising
intonation.
PRACTICE 3
Go back to the sentences in practice 1 again and identify the content
words in each one of them. Remember that content words are normally
stressed in spoken English. When the content word has more than one
syllable, also identify the syllable that receives sentence stress. Then,
remember why they are content words.
CLICK HERE TO CHECK YOUR ANSWERS.
WHY ARE THEY CONTENT WORDS?
◾ Wife, vacation, bags, weather, London, credit card, cup, coffee, doctor are nouns.
◾ Work, have (sentence 2), help, raining, been, lost, like, go, going are main verbs. Remember that the present and past forms of ‘to be’ are normally unstressed.
◾ Cold is an adjective.
◾ Ever and abroad are adverbs.
PRACTICE 4
Click on the link below, listen to the fable “The Fox and the Grapes”
by Aesop, and practice marking sentence stress and intonation in English.
After you check your answers, listen to the fable again and repeat.
http://usefulenglish.ru/phonetics/listening-for-intonation-the-fox-
and-the-grapes [1]
PRACTICE 5
Click on the link below to practice intonation in questions and
answers in English. Listen to and repeat all the questions and answers,
paying careful attention to their intonation.
84
http://usefulenglish.ru/phonetics/listening-for-intonation-in-
questions-and-answers [2]
SUPPLEMENTARY READING
Click on the links below to read more about rising intonation in
English.
http://usefulenglish.ru/phonetics/rising-intonation [3]
http://www.dce.kar.nic.in/new%20files/English%206.pdf [4] (Visite
a aula online para realizar download deste arquivo.)
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [5]
http://www.merriam-webster.com/ [6]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [7]
http://www.wordwebonline.com/ [8]
REFERENCES
PRATOR, C. H.; ROBINNETT, B. W. Manual of American
English Pronunciation (4th edition). Orlando: Holt, Rineliart
and Winston, Inc., 1985.
FONTES DAS IMAGENS
1. http://usefulenglish.ru/phonetics/listening-for-intonation-the-fox-and-
the-grapes
2. http://usefulenglish.ru/phonetics/listening-for-intonation-in-questions-
and-answers
3. http://usefulenglish.ru/phonetics/rising-intonation
4. http://www.dce.kar.nic.in/new%20files/English%206.pdf
5. http://michaelis.uol.com.br/moderno/ingles/index.php
6. http://www.merriam-webster.com/
7. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
8. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
85
TOPIC 04: NONFINAL INTONATION
In topics 2 and 3, you studied the raising and lowering of the voice at the
end of a sentence, where appropriate intonation is most conventional and,
thus, easiest to predict. In this topic, you will be presented with nonfinal
intonation.
COMPLEX SENTENCES
Complex sentences ( -- sentences that have one independent clause and
at least one dependent (subordinate) clause ) often have two separate
intonation patterns: a nonfinal intonation contour on the first phrase and a
final intonation contour on the second.
Listen to the examples below. On which words does the voice go up?
1. When you get there, don’t forget to call me.
2. If you need any help, let me know.
CLICK HERE TO CHECK YOUR ANSWERS.
Answer: The voice rises on the words there, call, help and know.
In the examples above, the first group is ended by a high note on its final
stress, then the voice goes down to normal. The second group starts at
normal level and ends with the voice rising on the last content word (or its
last syllable) and lowering to below normal. A fall at the end of the sentence
to the lowest pitch indicates that the thought is complete, whereas a fall that
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 05: INTONATION
86
does not reach the lowest pitch indicates that the speaker still has more to
say.
SERIES WITH “AND”
Listen to the sentences below. What types of intonation patterns do you
hear? On which words does the voice go up and down?
1. She bought bananas, apples, pears, and strawberries.
2. We went to Paris, London, Rome, and Madrid.
3. They saw Kate, Susan, Bill, and Jack.
CLICK HERE TO CHECK YOUR ANSWERS.
ANSWER: We can hear the rising and the rising-falling
intonation patterns. Rising intonation is used on all members of the
series except the last one, whereas rising-falling intonation is used on
the last member.
87
IMPORTANT: Notice that in sentences 2 and 3 the last sentence
stress is also the last syllable, so the voice rises and falls within the same
syllable.
Listen to the sentences again and repeat to practice intonation in series
with ‘and’.
ALTERNATIVES WITH “OR”
In sentences containing alternatives with ‘or’, we have the same
intonation pattern as in series with ‘and’: rising intonation followed by
rising-falling intonation.
Listen to the sentences below and try to identify the rising and falling of
the voice.
1. We can have soup, spaghetti or steak.
2. Jane might wear her black dress or her new jeans.
CLICK HERE TO CHECK YOUR ANSWERS.
88
IMPORTANT: Notice that in both sentences the last sentence
stress is also the last syllable, so the voice rises and falls within the
same syllable.
Listen to the sentences again and repeat to practice intonation in
alternatives with ‘or’.
CONTRASTS AND COMPARISONS
In contrasts and comparisons, both ideas being contrasted or compared
receive special attention. One of the ideas will usually have a nonfinal
intonation pattern whereas the other one will have a final intonation pattern.
Also, one of the stressed elements is pronounced on a high note and the
other one on an extra-high note. Normally, it does not make any difference
which element is given the extra-high note. This difference in level between
the two high notes emphasizes the idea of contrast. Listen and check.
EXAMPLE 1
89
EXAMPLE 2
In questions with ‘or’ where the speaker wants the hearer to make a
choice, this contrastive extra-high note is obligatory. For example:
EXAMPLE 1
EXAMPLE 2
However, in questions with ‘or’ that are meant to be interpreted as a
double question and are to be answered ‘yes’ or ‘no’, the intonation pattern
should be the same as of one or two yes/no questions (PRATOR &
ROBINETT, 1985).
Look at and listen to the examples below:
90
EXAMPLE 1
EXAMPLE 2
Notice that in questions with ‘or’ intended to be answered ‘yes’ or ‘no’,
no extra-high note is given on either of the elements.
DIRECT ADDRESS
The most conventional pattern used in pronouncing names and titles
addressed directly to the person you are speaking to is rising intonation.
The direct address should begin on a low note and then rise to normal. Direct
address may come at the beginning, at the end or in any other position in the
sentence, and it does not have any influence on the intonation of the rest of
the sentence (PRATOR & ROBINETT, 1985).
Listen to the examples below.
EXAMPLE 1
91
EXAMPLE 2
Click here to check.
1. Mother to Billy:
Stop talking and listen carefully,
Billy.
CLICK HERE TO CHECK YOUR ANSWERS.
Listen to Billy’s mother talk to him. How does she feel?
Billy’s mother sounds angry. If your voice does not rise at all when
you address someone directly, your hearer may think you are irritated
(PRATOR & ROBINETT, 1985).
92
PRACTICE 1
Listen to the sentences and repeat. Practice using appropriate
intonation in English.
VERSÃO TEXTUAL DO FLASH
When we met her, she was crying. (complex sentence)
On my last birthday I got a CD, a pair of jeans, and a blouse.
(series with ‘and’)
Are you coming today or tomorrow? (question with ‘or’)
English is easier than German. (comparison)
Did you talk to Gina or Ann? (double question)
We can have pizza or spaghetti. (alternatives with ‘or’)
PRACTICE 2
Click on the link below and practice different kinds of intonation
patterns in English
http://usefulenglish.ru/phonetics/listening-for-falling-and-rising-
intonation [13]
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [14]
http://www.merriam-webster.com/ [15]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [16]
http://www.wordwebonline.com/ [17]
REFERENCES
PRATOR, C. H.; ROBINNETT, B. W. Manual of American
English Pronunciation (4th edition). Orlando: Holt, Rineliart
and Winston, Inc., 1985.
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://www.adobe.com/go/getflashplayer
93
3. http://www.adobe.com/go/getflashplayer
4. http://www.adobe.com/go/getflashplayer
5. http://www.adobe.com/go/getflashplayer
6. http://www.adobe.com/go/getflashplayer
7. http://www.adobe.com/go/getflashplayer
8. http://www.adobe.com/go/getflashplayer
9. http://www.adobe.com/go/getflashplayer
10. http://www.adobe.com/go/getflashplayer
11. http://www.adobe.com/go/getflashplayer
12. http://www.adobe.com/go/getflashplayer
13. http://usefulenglish.ru/phonetics/listening-for-falling-and-rising-
intonation
14. http://michaelis.uol.com.br/moderno/ingles/index.php
15. http://www.merriam-webster.com/
16. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
17. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
94
TOPIC 05: MORE FUNCTIONS OF INTONATION
The meanings of the intonation patterns you have learned so far are
considered grammatical meanings, i.e., these patterns help convey concepts
such as affirmation, negation, general interrogation, among others.
In this topic you will be presented with some patterns of intonation
which express emotions and attitudes. These patterns are normally felt to be
more difficult to learn once they are variable, i.e., they depend on the ideas
the speaker wishes to convey.
Listen to the dialogues below and identify the attitude or emotion of the
second speaker. Click here
Dialogue 1
A: Kevin’s lost the car keys.
B: Kevin’s lost the car keys?
Dialogue 2
A: She’s won a million dollars.
B: She’s won a million dollars?
Dialogue 3
A: They moved out of
Manhattan.
B: Where?
Dialogue 4
A: They moved out of
Manhattan.
B: Where?
In which dialogue(s) is the second speaker showing
surprise?
In which dialogue(s) is the second speaker
asking for clarification?
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 05: INTONATION
95
In which dialogue(s) is the second speaker seeking more
information?
CLICK HERE TO CHECK YOUR ANSWERS.
In dialogue 2, the second speaker is showing surprise.
In dialogues 1 and 3, the second speaker is asking for clarification.
In dialogue 4, the second speaker is seeking more information.
Now let us look at each one of the situations above.
SHOWING SURPRISE
You can show surprise by using rising intonation to echo ( -- to repeat
what someone else just said, especially because you find it surprising) a
statement. Your voice normally goes up on the stressed syllable of the last
content word.
Listen to the dialogues below: Click here
1. A: She’s won a million dollars.
B: She’s won a million dollars? I
don’t believe it!
2. A: Peter is my son.
B: Peter is your son? But you’re so
young!
3. A: Amanda and Tom got married.
B: Amanda and Tom got married?
Are you sure?
Listen to the dialogues again and identify the syllable where the
pitch rises in the echo statement showing surprise.
96
CLICK HERE TO CHECK YOUR ANSWERS.
OBSERVATION
Notice that
‘dollars’, ‘son’, and
‘married’ are the last
content words in the
sentence. Also notice
that the voice goes up
on the first syllable in
‘dollars’ and ‘married’
as these are the stressed
syllables in the words.
ASKING FOR CLARIFICATION
CLARIFICATION OF THE ENTIRE STATEMENT
If you want to request clarification of a whole sentence, your voice
goes up on the last content word (or on its stressed syllable). For example:
Click here
CLICK HERE
A: Mary called.
B: Mary called?
(NOTICE THAT ‘CALLED’ HAS ONLY ONE SYLLABLE)
A: I met John’s parents.
B: You met John’s
parents?
(NOTICE THAT ‘PARENTS’ HAS TWO SYLLABLES, SO THE
PITCH GOES UP ON THE STRESSED SYLLABLE ‘PA’)
97
CLARIFICATION OF A SPECIFIC ITEM
If you want clarification or repetition of a specific item in a statement,
your voice goes up on this specific item. Click here
CLICK HERE
A: Can I call you at nine?
B: At five?
A: No, at nine.
A: I’m going to invite John to the theater.
B: Tom?
A: No, John.
A: Let’s meet at the coffee shop on Second
Street.
B: At the coffee shop?
A: That’s right.
(NOTICE THAT ‘COFFEE SHOP’ IS COMPOUND NOUN AND
THAT IN COMPOUND NOUNS THE PRIMARY STRESS FALLS ON
THE STRESSED SYLLABLE OF THE FIRST NOUN)
Asking for clarification or seeking more information?
In wh- questions, if the speaker is seeking more information, the pitch
falls on the stressed syllable of the last content word. If the pitch rises, the
speaker is probably asking for clarification or repetition. When requesting
repetition, the pitch rise occurs on the wh- word (GRANT, 2001).
98
Listen to the dialogues below and identify the second speaker’s
intention.
VERSÃO TEXTUAL DO FLASH
1. A: I saw Kate at the mall
B: Where?
'Speaker B' wants to: ( ) request clarification
( ) request more information
2. A: I'll call you this Friday
B: When?
'Speaker B' wants to: ( ) request clarification
( ) request more information
3. A: I saw Kate at the mall
B: Where?
'Speaker B' wants to: ( ) request clarification
( ) request more information
4. A: Mariah Carey is coming to Brazil in November for a concert
B: When?
'Speaker B' wants to: ( ) request clarification
( ) request more information
CLICK HERE TO CHECK YOUR ANSWERS.
In dialogues 1 and 2, the pitch rises in the wh- word, so speaker B
is asking for clarification/repetition.
In dialogues 3 and 4, the pitch falls in the wh- question, so
speaker B wants more information.
Listen to the dialogues again and choose the correct answer to speaker
B’s question.
VERSÃO TEXTUAL DO FLASH
1. A: I saw Kate at the mall.
B: Where?
A:( ) At the mall. OR ( )In front of the cinema.
2. A: I'll can you this Friday.
99
B: When?
A:( ) This Friday. OR ( ) Around nine.
3. A: There was a devastating earthquake in Chile.
B: Where?
A:( ) In Chile. OR ( ) In Santiago
4. A: Mariah Carey is coming to Brazil in November for a concert
B: When?
A:( ) In November. OR ( ) On the 22nd.
CLICK HERE TO CHECK YOUR ANSWERS.
1.A: I saw Kate at the mall.
B: Where?
A: At the mall.
2. A: I’ll call you this Friday.
B: When?
A: This Friday.
3. A: There was a devastating earthquake in
Chile.
B: Where?
A: In Santiago.
4. A: Mariah Carey is coming to Brazil in
November for a concert.
100
B: When?
A: On the 22nd.
TAG QUESTIONS
Tag questions are small questions that come at the end of sentences.
They can be used for two purposes: to ask for agreement or to ask a real
question. The intonation pattern in tag questions varies according to their
purpose.
Listen to the sentences below and identify the intonation patterns used
in the tag questions. Click here
1. You know Brian, don’t you?
2. You know Brian, don’t you?
3. Sarah didn’t come to the party,
did she?
4. Sarah didn’t come to the party,
did she?
Which tag questions are given rising intonation? And which tag
questions receive rising-falling intonation?
CLICK HERE TO CHECK YOUR ANSWERS.
The tag questions in sentences 1 and 4 are given rising intonation,
whereas the ones in sentences 2 and 3 receive rising-falling intonation.
101
Listen to the examples above again and answer. Click here
1. You know Brian, don’t you?
2. You know Brian, don’t you?
3. Sarah didn’t come to the party,
did she?
4. Sarah didn’t come to the party,
did she?
CLICK HERE TO CHECK YOUR ANSWERS.
In sentences 1 and 4, the tag questions are real questions. If the
tag question is a real question, we use rising intonation. The voice
begins on a normal note and then rises to a high note.
In sentences 2 and 3, the tag questions are meant to ask for
agreement (confirmation). If the tag question is not a real question, we
use rising-falling intonation. The voice begins on a high note and then
falls to a low note.
STOP TO READ
Notice that the intonation at the end of the affirmative or negative
sentence which precedes the tag question is always rising-falling
intonation.
TRUE QUESTION
102
CONFIRMATION
PRACTICE 1
Listen to the tag questions below and based on the intonation pattern
used decide which ones are true questions and which ones are a
confirmation.
VERSÃO TEXTUAL DO FLASH
It’s a beautiful day, isn’t it?
You’ve never been abroad, have you?
John wasn’t in class yesterday, was he?
Fiona loves Shrek, doesn’t she?
That’s Bob’s car, isn’t it?
Fred doesn’t like me, does he?
We don’t have classes tomorrow, do we?
You can’t die of influenza, can you?
CLICK HERE TO CHECK YOUR ANSWERS.
1. TRUE QUESTION
2. TRUE QUESTION
3. CONFIRMATION
4. TRUE QUESTION
5. CONFIRMATION
6. TRUE QUESTION
7. CONFIRMATION
8. TRUE QUESTION
103
PRACTICE 2
Click on the links below and revise what you have studied so far about
intonation patterns in English.
http://www.youtube.com/watch?v=g2bHdXcszJ4 [6]
http://www.youtube.com/watch?v=Qh6kUsJcu3k [7]
http://www.youtube.com/watch?v=k80wiT0t2rc [8]
PRACTICE 3
Click on the link below and practice listening for intonation.
http://usefulenglish.ru/phonetics/listening-for-intonation-fire-and-
ice [9]
FORUM
Based on what you have learned in this course, discuss the following
questions with your partners:
◾ Has this course contributed to your language learning process? If so, how? If not, why not?
◾ How can this course help you to improve your listening and speaking abilities on a daily basis?
◾ Of all the things that you have studied in this course, which ones do you think are the most important? Why?
◾ How do you intend to use what you have learned?
VOCABULARY SEARCH
If you have any questions about the vocabulary present in this topic,
just click on one of the links below.
http://michaelis.uol.com.br/moderno/ingles/index.php [10]
http://www.merriam-webster.com/ [11]
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global [12]
http://www.wordwebonline.com/ [13]
REFERENCES
GRANT, L. Well said. Boston: Heinle & Heinle, 2001.
104
FONTES DAS IMAGENS
1. http://www.adobe.com/go/getflashplayer
2. http://www.adobe.com/go/getflashplayer
3. http://www.adobe.com/go/getflashplayer
4. http://www.adobe.com/go/getflashplayer
5. http://www.adobe.com/go/getflashplayer
6. http://www.youtube.com/watch?v=g2bHdXcszJ4
7. http://www.youtube.com/watch?v=Qh6kUsJcu3k
8. http://www.youtube.com/watch?v=k80wiT0t2rc
9. http://usefulenglish.ru/phonetics/listening-for-intonation-fire-and-ice
10. http://michaelis.uol.com.br/moderno/ingles/index.php
11. http://www.merriam-webster.com/
12. http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global
13. http://www.wordwebonline.com/
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
105
TOPIC TASK: LISTENING COMPREHENSION AND ORAL PRODUCTION
PART 1: LISTENING COMPREHENSION
PORTFOLIO ACTIVITY 1A
Listen carefully and identify the intonation used in the sentences
below: rising-falling or rising. For rising-falling intonation use the symbol
and for rising intonation use the symbol . Then write your answers
on a Word document, save it and send it to your portfolio for your
teacher’s assessment.
1. Where were you yesterday?
2. Were you at home yesterday?
3. When is Alex going to leave?
4. Is Alex going to leave tomorrow?
5. There’s been an accident.
6. Has anyone got hurt in the accident?
7. You won’t get there before 8:00
8. What time are you getting there?
9. What’s he doing here?
10. What’s he doing here?
PORTFOLIO ACTIVITY 1B
Listen to the dialogues below and choose the correct answer. Then
write your answers on a Word document, save it and send it to your
portfolio for your teacher’s assessment..
1.
KATE: I left my cellphone on the bus.
JOHN: Where?
KATE:
FONOLOGIA SUPRASSEGMENTAL DA LÍNGUA INGLESA
CLASS 05:INTONATION
106
a) On the bus.
b) On the back seat.
2.
KATE: I left my cellphone on the bus.
JOHN: Where?
KATE:
a) On the bus.
b) On the back seat
3.
BILL: Nancy is visiting us this weekend.
JANE: When?
KATE:
a) This weekend.
b) On Saturday evening.
4.
BILL: Nancy is visiting us this weekend.
JANE: When?
KATE:
a) This weekend.
b) On Saturday evening.
PART 2: ORAL PRODUCTION
PORTFOLIO ACTIVITY
Record the sentences below paying careful attention to the type of
intonation that is appropriate in each situation. Then, save the recording
and send it to your portfolio for your teacher’s assessment. It is also
important to identify on which syllable your voice should go up and go
down. Practice reading the sentences out loud before you actually record
them.
1. How was your weekend?
2. Did you have a good weekend?
107
3. I’d like to speak to the manager.
4. Can I speak to the manager?
5. Is there a problem?
6. What’s the problem?
7. When we met her, she was crying. (COMPLEX
SENTENCE)
8. We need to buy some milk, eggs, and bread.
(SERIES WITH ‘AND’)
9. Are you coming today or tomorrow? (QUESTION
WITH ‘OR’)
10. We can have pizza or spaghetti. (ALTERNATIVE
WITH ‘OR’)
11. He won the lottery? I don’t believe it! (SURPRISE)
12. English is easier than German. (COMPARISON)
13. You’ve never been abroad, have you? (TRUE
QUESTION)
14. You’ve never been abroad, have you?
(CONFIRMATION)
15. Mary called? (CLARIFICATION OF THE ENTIRE
STATEMENT)
FONTES DAS IMAGENS
Responsável: Profª. Silvia Regina Chaves Barreira
Universidade Federal do Ceará - Instituto UFC Virtual
108