Professional Documents
Culture Documents
Edio 2012.2
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Coordenao
Coordenador UAB
Prof. Mauro Pequeno
Coordenador Adjunto UAB
Prof. Henrique Pequeno
Coordenador do Curso
Prof. Smia Alves Chaves
Coordenador de Tutoria
Prof. Joo Tobias Lima Sales
Coordenador da Disciplina
Prof. Silvia Regina Chaves Barreira
Contedo
Autor da Disciplina
Prof. Silvia Regina Chaves Barreira
Colaborador
Prof. Jder Martins Rodrigues Jnior
Coordenador do Setor
Prof. Henrique Sergio Lima Pequeno
Publicao
Joo Ciro Saraiva
Gerentes
Audiovisual: Jay Harriman
Desenvolvimento: Wellington Wagner Sarmento
Suporte: Paulo de Tarso Cavalcante
Sumrio
Class 01: Word Stress ............................................................................................................................... 01
Topic 01: Stress ...................................................................................................................................... 01
Topic 02: Stress Patterns ........................................................................................................................ 05
Topic 03: Stress in Words with Suffixes ................................................................................................ 11
VERSO TEXTUAL
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
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.
1
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:
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:
2
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
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
(http://www.englishclub.com/pronunciation/word-stress-quiz.htm)
FURTHER READING
Click on the links below to read more about WORD STRESS in English.
http://www.teachingenglish.org.uk/think/articles/word-stress
(http://www.teachingenglish.org.uk/think/articles/word-stress)
http://www.englishclub.com/pronunciation/word-stress.htm
(http://www.englishclub.com/pronunciation/word-stress.htm)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
4
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 01: WORD STRESS
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.
5
Which syllable tends to be stressed in two-syllable nouns in English?
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
6
NOW CLICK HERE TO CHECK YOUR ANSWERS.
Compounds
7
(The definitions used in this section were extracted from Oxford
Advanced Learners Dictionary (7th edition). Oxford: Oxford University
Press, 2005.)
8
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 verbs with a prefix and a base, where is the stress often placed?
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:
PRACTICE 1
Click on the links below and practice identifying the stress in English
words.
http://www.englishclub.com/pronunciation/word-stress-quiz.htm
(http://www.englishclub.com/pronunciation/word-stress-quiz.htm)
http://www.soundsofenglish.org/hollys_corner/wordstress/ex3.htm
(http://www.soundsofenglish.org/hollys_corner/wordstress/ex3.htm)
VOCABULARY SEARCH
9
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
10
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 01: WORD STRESS
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.
11
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?
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.
STOP TO READ
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:
12
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:
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/
(http://www.roadtogrammar.com/wordstress/)
http://www.oup.com/elt/global/products/americanenglishfile/1/c_pronunciation/ef_stre
(http://www.oup.com/elt/global/products/americanenglishfile/1/c_pronunciation/ef_str
FORUM
Based on what you have read about word stress, discuss the following
questions with your partners and your tutor:
13
Concerning word stress, what should English learners do when they
learn new words?
If you dont 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?
SUGGESTED READING
Click on the link below to read some considerations about the importance
of good pronunciation. Then comment on your impressions of these
considerations in the forum.
http://www.antimoon.com/how/pronuncwhy.htm
(http://www.antimoon.com/how/pronuncwhy.htm)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
14
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 02: SENTENCE STRESS
VERSO 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 examples above were extracted from GRANT, L. Well said. Boston:
Heinle & Heinle, 2001, pp. 78.)
15
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?
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.
2. overTHROW In a ROW.
We can learn that, just like words, phrases and sentences in English have
stressed and unstressed syllables.
We can learn that, in spoken English, some words are stressed and other
words are not.
STOP TO READ
16
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.
(The words and phrases in this exercise were extracted from AVERY, P.;
EHRLICH, S. Teaching American pronunciation. Oxford: Oxford
University Press, 2008, pp. 82.)
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.
17
PRACTICE 3
LISTEN TO THE WORDS AND PHRASES IN EXERCISE 1 AGAIN AND
REPEAT. LISTENING AND REPEATING IS IMPORTANT PRACTICE FOR
LANGUAGE LEARNING.
FURTHER READING
Click on the links below to read more about stress and the rhythm of
English.
http://www.englishclub.com/esl-articles/199810.htm
(http://www.englishclub.com/esl-articles/199810.htm)
http://www.pronuncian.com/lessons.aspx?Lesson=52
(http://www.pronuncian.com/lessons.aspx?Lesson=52)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
18
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 02: SENTENCE STRESS
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.
19
Her HOUSE is QUITE BIG, but it DOESNT HAVE a
GARden.
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
articles prepositions
negative
contractions/not
20
As you can see from the tasks above, English words can be divided into two
groups:
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.
21
2. WHERE did you GO for your LAST VAcation?
The words nice, meet, where, go, last, play, flute, likes,
doesnt, 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.
PRACTICE 3
Now listen to the sentences in Practice 1 again and practice saying them
out loud.
PRACTICE 4
Click on the link below and practice the rhythm and pronunciation of
sentences in English.
http://www.manythings.org/lar/ (http://www.manythings.org/lar/)
FURTHER READING
Click on the links below to read more about stress in English.
http://www.englishclub.com/pronunciation/sentence-stress.htm
(http://www.englishclub.com/pronunciation/sentence-stress.htm)
http://www.englishclub.com/pronunciation/sentence-stress-rules.htm
(http://www.englishclub.com/pronunciation/sentence-stress-rules.htm)
22
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
23
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 02: SENTENCE STRESS
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.
24
3. Did you pass OR fail? [r] [r]
1. []
2. [t]
3. [r]
4. [m]
5. [v]
6. []
7. [v]
8. [n]
PRACTICE 2
Write the phonetic transcriptions below into phrases. Then check your
answers, listen to and practice saying them.
1. / glss mlk/
2. /lemn n as/
3. /z swit z gr/
4. /gv m brek/
5. /e v fnt/
6. /ts fr bl/
FURTHER READING
25
Click on the link below to read more about reduced forms in English.
http://www3.telus.net/linguisticsissues/ReducedForms.html
(http://www3.telus.net/linguisticsissues/ReducedForms.html)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
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?
26
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 02: SENTENCE STRESS
Listen to the dialogue 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. Then, write the dialogue with the
stressed syllables in capital letters on a Word document and send it to
your portfolio for your teachers assessment.
Para escutar o udio acesse o ambiente Solar.
RECEPTIONIST:
RECEPTIONIST: All right. Heres your key. Youre in room 201 on the
second floor.
RECEPTIONIST: The elevators are over there. Do you need any help
with your bags?
1. He was here.
27
2. She sent it.
28
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
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.
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.
29
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 I glide (or
semi-vowel) ending the tense vowel.
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:
Experts say / that what you name your child / can make a huge
difference.
PRACTICE 1
Listen to the sentences below and identify the places where the process of
linking occurs.
30
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
Listen to the song When I need you by Celine Dion and identify
occurrences of linking.
http://letras.terra.com.br/celine-dion/70030/traducao.html
(http://letras.terra.com.br/celine-dion/70030/traducao.html)
31
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.
FURTHER READING
Click on the links below to read more about linking in English.
http://www.englishclub.com/pronunciation/linking.htm
(http://www.englishclub.com/pronunciation/linking.htm)
http://www.pronuncian.com/lessons.aspx?Lesson=7
(http://www.pronuncian.com/lessons.aspx?Lesson=7)
http://www.pronuncian.com/lessons.aspx?Lesson=50
(http://www.pronuncian.com/lessons.aspx?Lesson=50)
32
http://www.pronuncian.com/lessons.aspx?Lesson=54
(http://www.pronuncian.com/lessons.aspx?Lesson=54)
http://www.pronuncian.com/lessons.aspx?Lesson=55
(http://www.pronuncian.com/lessons.aspx?Lesson=55)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
33
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
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).
Context 1: Elision of /t/ when the sequence /nt/ occurs between two
vowels.
STOP TO READ
Knowing the phonological contexts in which deletion often occurs might
help you better understand spoken English.
PRACTICE 1
Listen to the phrases and sentences below and identify occurrences of
ELISION.
34
VERSO TEXTUAL DO FLASH
PRACTICE 2
Go back to the sentences in Practice 1 again and identify the phonological
contexts where elision occurs.
35
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
36
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 03: CONNECTED SPEECH (PART 1)
The nouns below all end in a sibilant sound. Listen to their pronunciation
and identify the six sibilant sounds in English.
37
In nouns that end in hissing, sibilant sounds, we add the syllable /z/ (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.
To regular verbs that end in /t/ or /d/, we add the syllable /d/ ( 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.
1. washes (v.)
2. watches (v.)
38
3. misses (v.)
4. uses (v.)
5. laces (n.)
6. fixes (v.)
7. mirages (n.)
8. catches (v.)
9. bridges (n.)
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
6. tested
7. landed
39
8. surrounded
9. deleted
10. permitted
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
40
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
In the previous class, you learned about the processes of linking, deletion
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.
PROGRESSIVE ASSIMILATION
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:
41
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 /z/ (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 /d/ (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
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/?
42
1. likes (v.) a) ( ) /s/ b) ( ) /z/
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 /e/ 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/.
43
6. /Z/
The voiced /n/ conditions the voiced form of the s
ending, causing it to be pronounced /z/.
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 // 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.
2. He MOVES a lot.
44
9. KATES a good teacher.
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/?
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/.
45
4. /D/
The voiced /l/ conditions the voiced form of the ed
ending, causing it to be pronounced /d/.
5. /D/
The voiced /a/ 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/.
7. /D/
The voiced /e/ conditions the voiced form of the ed
ending, causing it to be pronounced /d/.
8. /T/
The voiceless // 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.
46
8. The movie FINISHED an hour ago.
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
47
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
In have to and has to, the voiceless /t/ causes the preceding
voiced /v/ and /z/ to become voiceless /f/ and /s/ respectively.
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/. 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:
48
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 // 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.
PRACTICE 2
49
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
50
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 04: CONNECTED SPEECH (PART 2)
VERSO TEXTUAL
PRACTICE 1
Listen to the sentences below and identify the places where the process of
coalescent assimilation occurs.
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.
FURTHER 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
(http://www.personal.reading.ac.uk/~llsroach/phon2/asscoareli-
into.htm)
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:
52
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
53
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 05: INTONATION
VERSO TEXTUAL
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.
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.
54
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.
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.
55
CLICK HERE TO CHECK YOUR ANSWERS.
56
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
(http://esl.about.com/library/speaking/blpronounce_stress_words1.htm)
http://esl.about.com/library/speaking/blpronounce_stress_words2.htm
(http://esl.about.com/library/speaking/blpronounce_stress_words2.htm)
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.
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
58
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 05: 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.
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.
59
VERSO TEXTUAL DO FLASH
1. GOOD MORNing.
Extra high
High morn-
Normal Good
Low ing
Extra high
High called
Normal John
Low me
Extra high
High so-
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
60
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.
Extra high
High -lieve
Low it.
Extra high
High an-
Low -gry
Extra high
High stu-
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.
61
Look at and listen to the examples below.
Extra high
High goo-
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.
THIS IS MY SON.
DECLARATIVE
SENTENCES
YOU NEED TO STUDY.
62
WHATS THE PROBLEM?
WH - QUESTIONS
( -- questions that begin
with an interrogative
word, such as WHERE DO YOU LIVE?
<em>what</em>,
<em>who</em>,
<em>when</em>, etc)
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?
Extra high
High wrote
Normal Who
Low it?
Extra high
High sand
63
Low -wicn.
Extra high
High clea-
Low -ean.
Extra high
High bed-
Low -room.
Extra high
High -lice
Low station?
Extra high
High talk
Normal What's he
Extra high
High mea-
Low -eat
Extra high
High sis-
Low -ter.
64
Extra high
High glass-
Low -es.
Extra high
High call
Low us.
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.
FURTHER READING
Click on the link below to read more about intonation in English.
http://home.cc.umanitoba.ca/~krussll/138/sec3/inton.htm
(http://home.cc.umanitoba.ca/~krussll/138/sec3/inton.htm)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
66
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 05: 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).
Extra high
High zilian?
67
Low
2. Can IHELPyou?
Extra high
Normal Can I
Low
Extra high
High party?
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.
68
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
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.
Extra high
High work?
Low
Extra high
High vacation?
Low
Extra high
High bags?
69
Low
4. Is it raining
Extra high
High raining?
Normal Is it
Low
Extra high
High London?
Low
Extra high
High -broad?
Low
Extra high
Low
Extra high
High coffe?
Low
Extra high
High doctor?
Low
70
Extra high
High -citing?
Low
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.
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.
71
http://usefulenglish.ru/phonetics/listening-for-intonation-the-fox-and-
the-grapes (http://usefulenglish.ru/phonetics/listening-for-intonation-
the-fox-and-the-grapes)
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.
http://usefulenglish.ru/phonetics/listening-for-intonation-in-questions-
and-answers (http://usefulenglish.ru/phonetics/listening-for-intonation-
in-questions-and-answers)
FURTHER READING
Click on the links below to read more about rising intonation in English.
http://usefulenglish.ru/phonetics/rising-intonation
(http://usefulenglish.ru/phonetics/rising-intonation)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
72
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 05: 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
Listen to the examples below. On which words does the voice go up?
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
73
does not reach the lowest pitch indicates that the speaker still has more to
say.
74
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
Listen to the sentences below and try to identify the rising and falling of the
voice.
75
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.
76
In questions with or where the speaker wants the hearer to make a choice,
this contrastive extra-high note is obligatory. For example:
77
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
1. Mother to Billy:
78
CLICK HERE TO CHECK YOUR ANSWERS.
Billys 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).
PRACTICE 1
Listen to the sentences and repeat. Practice using appropriate intonation
in English.
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 (http://usefulenglish.ru/phonetics/listening-for-falling-and-
rising-intonation)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
79
REFERENCES (CLICK HERE TO OPEN)
80
FONOLOGIA SUPRASSEGMENTAL DA LNGUA INGLESA
CLASS 05: 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
Dialogue 2
Dialogue 3
B: Where?
Dialogue 4
B: Where?
81
CLICK HERE TO CHECK YOUR ANSWERS.
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.
2. A: Peter is my son.
Listen to the dialogues again and identify the syllable where the pitch
rises in the echo statement showing surprise.
OBSERVATION
82
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.
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).
Listen to the dialogues below and identify the second speakers intention.
B: Where?
B: When?
B: Where?
83
( ) request more information
B: When?
Listen to the dialogues again and choose the correct answer to speaker Bs
question.
B: Where?
B: When?
B: Where?
B: When?
B: Where?
84
A: At the mall.
B: When?
A: This Friday.
B: Where?
A: In Santiago.
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
85
Which tag questions are given rising intonation? And which tag questions
receive rising-falling intonation?
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.
86
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.
1. TRUE QUESTION
2. TRUE QUESTION
3. CONFIRMATION
4. TRUE QUESTION
87
5. CONFIRMATION
6. TRUE QUESTION
7. CONFIRMATION
8. TRUE QUESTION
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
(http://www.youtube.com/watch?v=g2bHdXcszJ4)
http://www.youtube.com/watch?v=Qh6kUsJcu3k
(http://www.youtube.com/watch?v=Qh6kUsJcu3k)
http://www.youtube.com/watch?v=k80wiT0t2rc
(http://www.youtube.com/watch?v=k80wiT0t2rc)
PRACTICE 3
Click on the link below and practice listening for intonation.
http://usefulenglish.ru/phonetics/listening-for-intonation-fire-and-ice
(http://usefulenglish.ru/phonetics/listening-for-intonation-fire-and-ice)
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
(http://michaelis.uol.com.br/moderno/ingles/index.php)
http://www.merriam-webster.com/ (http://www.merriam-webster.com/)
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http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?cc=global
(http://www.oup.com/elt/catalogue/teachersites/oald7/lookup?
cc=global)
http://www.wordwebonline.com/ (http://www.wordwebonline.com/)
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