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7/29/2019 PptStress in Sentences - Content Words
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Stress in sentences - content
wordsContent words are words
representing an action, object,
attribute, or state.
The grammatical categories for
content words are: nouns, mainverbs, adverbs, adjectives and
question words.
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Content Contains the main idea of the sentence
In a regular sentence form, the nouns aregiven the stress first but in a question form,
the verbs are given the primary priority.
Sound: words are read stronger
Stress: strong --2-syllable words are
stressed at the first syllable; 3-syllable
words are gen stress on the second syllable
Duration/ Time: read longer
Pitch: higher
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Sound/Stress:
The stressed syllable is louder,longer and higher pitched than thesyllables in structure words. The
unstressed syllable has the samepower as a structure word.
a one-syllable content word is
always stressed. example: Commands
Go home!
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Common Error 1:
Pronouncing all syllables withequal stress; stress is too strong
All words sound like one-syllable
content wordse.g. Command sentences --Go home!
You may offend or surprise peoplebecause you will sound like you aretalking too loudly. They may thinkyou are excited, or angry, or bossy
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Common error 2
Pronouncing all syllables with equalweak stress
All words sound like unstressed syllables -
it is hard to identify the nouns and verbsContent words will be hard to understand;
people may ask you to talk louder or to talkclearly
Culturally unaware or insensitive peoplemay think you are sick, lazy, stupid, orconfused.
e.g. I want to go home.
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Common error 3
Pronouncing the syllables with thewrong stress pattern
Verbs become nouns and vice versa,e.g. re-cord and record "new" words
are created
Confusion, people asking forrepetition, other general social
problems
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Common error 4:Failing to pronounce one aspect of the
content word
Recall that a content has a stressed syllable
which is longer in duration, higher pitched,and louder than all of the other syllables.
If the speaker leaves out one of these
things, the listener may not hear the syllableclearly.
e.g. He found a mouse under the couch.
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Stress in sentences:Structure
words
Provides grammatical structure to the
sentence
Preposition - in, on, over Articlea, an, the
Pronounhe, she, it
To be verbsis, are, am
Conjunction- and, but, or
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Structure words: characteristics
Sound: words are read quieter Stress: 1- syllable words are unstressed s.a.
in, on; they are contracted words (read as
if they are oneshe is a ) or reduced (goingto becomes gonna )
Stress: multi-syllable words are stressed butits pitch doesnt go as high as the content
wordsDuration/ Time: shorter
Pitch: lower
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Common Errors Pronouncing all syllables with equal stress
either all too strong. In effect, you mayoffend/ surprise someone or they may thinkyou are alwaysexcited or bossy or angry.
Pronouncing all syllables with equal stresseither all too weak.
In effect, people cant tell what your mainpoint is.
Pronouncing the syllables with the wrongstress.
Grammatical categories may be mixedup
e.g. nouns become verbs and vice versa.
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Contractions / Reduction
Contractions are written short forms,usually combinations of content and
structure words.
When we say them we omit certain sounds. In order to sound relaxed and natural when
speaking English, it is necessary to practice
using contractions and short (reduced)
forms.
Example of a contraction:
do not > don't
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Contractions / Reduction Example of a reduced form: to > t
Typical consonant and vowel changes:
Vowels: In unstressed syllables, vowelsoften become . e.g. stressed unstressed
message > me sj
Vowels may also be dropped completely:
-elementary > e- le- men- tri
Consonants: The best way to learn thepatterns is to listen to spoken English andhave a good grasp of the correct grammar
underlying the reductions being heard.
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Linking consonants to vowels
Linking improves the rhythm of thesentence. Linked speech sounds smoother
and more natural.
When there is a word in the middle of asentence starting with a vowel sound,
English speakers will connect the word to
the final consonant of the word, whichcomes before it.
e.g. I would like a glass of orange juice
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Linking consonants to vowels
The Exercises:Write / ReadExample: Our office is open.
The school is open. (The schools open.)
The store is closed. (The stores closed.) Paul bought a new CD.
Don't talk on the phone!
Donna thought about it.
It is hot in August.
The dog walked on the beach
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Common Error
Not linking consonant to vowel
The sentence will be harder for the
listener to understand, as he or she isexpecting to hear linking. As mentioned,
the sentence will sound "broken up", less
smooth.
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Linking consonant to consonant
linking improves the rhythm of the sentence
and prevents the listener from becomingconfused.
When two identical English consonants
must be pronounced consecutively, they aresaid as one "long" consonant. e.g. Whichchild is yours?
(make a long sound tS+tS)
In the case of sounds which stop the air, oneshort sound is made, and there is a pause forthe length of the second consonant.
He lost his lab book. (make one b sound)
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Linking consonant to consonant
We do not pronounce the second sound.
Linking is marked with underline
Non-identical consonants- When the
consonants are not the same, the nativespeaker blends them.
As a result, sometimes all or part of a sound
is lost.
Sometimes a sound changes to another one
during quick speech.
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Common Errors
The sentence will be harder for the listener
to understand, as he or she is expecting to
hear linking. As mentioned, the sentence
will sound "broken up", less smooth.
Exercise: The song sounds nice
Kelly sings very well.
What's wrong with it?
Example: The song sounds nice.
Student: The song sounds pretty.
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Stops in various positions
a stop is a sound which is produced bystopping the air flow completely for a briefperiod.
Voicing: Voiced stops: b,g,d
Voiceless stops: p,t,k
Position: When a voiceless stop comes atthe beginning of a word it is accompanied
by asucceeding strong puff of air. This iscalled aspiration.
At the beginning of a word, the aspiration is
very strong.
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Stops
In the middle of the word, except for t, theaspiration is moderate.
At the ends of words, voiced stops becomeunreleased. That means the speaker still
puts the mouth and tongue into the positionof the sound, starts to make the sound, butdoes not release the air.
This is why one does not hear a stronglypronounced stop at the end of a word inEnglish, unless it is linking to the same typeof consonant, or to a vowel.
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Examples amount of aspiration is marked with a "+" ;
Unreleased stops are marked with a Underlined are marked with flapped r inplace of the t
The p+++ap++er is p+++urp++le.The p+++eop++le are sp+eaking
P+++ersian.
K++aren is drink+ing C++oc+a C++ola andeating cak-e.
P+++lease get up-!
T++ry to write it- fast-!
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Note:
The aspiration is weak if the stop is part of a
consonant cluster. Sometimes the stop, always
written as a voiceless stop, will sound like a
voiced stop.
Voiced stops - b,g,d There is no aspiration of voiced stops but they
have weaker voicing at the beginning of a word or
at the end. This can fool learners into thinking that
they are hearing a voiceless stop, when they are
really hearing a weak voiced stop. However,
learners can learn to identify aspiration, which can
be used as a guide to prevent confusion.
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Common Errors1.Incorrect voicing:
The sentence will be harder for the listener to
understand. Listeners will think that t=d k=g, p=b
or vice versa
Tip: Practice the aspiration of voiceless stops.
Note: exception: The aspiration is weak if the stop
is the second or third part of a consonant cluster
(e.g. sp. sk, st, t, d ). It may sound like a voiced
stop.
expecting to hear a lot of aspiration at the
beginning, and unreleased stops at the end.
Result: initial p may sound like b, t like d, k like g.
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Common Errors
Pronunciation Tip for consonant clusters:
In this case, if it is easier to pronounce, one maysubstitute a unvoiced stop for a voiced one,
e.g. sky > sgy (there is no difference in the sound
of these). This may not be done in the otherpositions of stops! Confusion will result!
2. Using the wrong amount of aspiration:
The sentence will be harder for the listener to
understand, as he or she is expecting to hear a lotof aspiration at the beginning, and unreleasedstops at the end.
Result: initial p may sound like b, t like d, k like g.
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Exercise In pairs: The first student will read each
sentence. The second student will determinewhich word that student used.
That peach/speech was good.
What color is the parrot/carrot?Tongue Twisters:
Peter Piper picked a peck of pickled peppers;
A peck of pickled peppers Peter Piper picked;If Peter Piper picked a peck of pickled
peppers,How many peppers did Peter Piper
pick?