Unit 4 Vowel and consonant length (p.

34)
1. lengthening of vowels before consonants (p. 34)
-- vowels are longer before voiced consonants
than before voiceless consonants
A.

eyes/ice

rid/rip

side/sight

B.

I rode every day.

Look at his bag.

I wrote every day.

Look at his back.

C.

I like the prize.

Don't call her miss!

I like the price.

Don't call her Ms.!

2. Lengthening of vowels at the end of sentences (p. 36)

vowel are usually longer at the end of the sentence than within one
We should go.
He likes to fly.

I'll go later.
He's going to fly to Texas.

Unit 5 Content words and function words (p. 40)

2. Content words (p. 41) nouns, verbs, adjectives, adverbs
Word stress in two syllable words
the 2nd syllable has a long vowel or ends in 2 consonants:
around, Japan, alive, afraid, refuse, succeed, machine
some exceptions:
athletes, commerce, prefect, physics, challenge
Word stress with prefixes
Important, became, conclude, uncertain, understand, response
Prefixes rarely carry primary stress
A group of English words can be used as nouns, adjectives, or verbs
first syllable stress = noun/adjective
second syllable stress = verb form

export
export

eksprt
eksprt

3. Function words (p. 41):

articles, pronouns and possessives, prepositions,
auxiliary verbs, conjunctions
Weak forms
--Allow words with less important meaning to be spoken quickly
usually the full vowel is replaced with schwa //
when standing alone, the vowels are pronounced fully
--Contractions
make quick speaking easier
the full vowel is replaced by schwa //, or nothing
--schwa // also occurs
in polysyllabic words: Scotland /skAtlnd/ cupboard /kbrd/
in prefixes: convenient /knvinjInt/ asleep /slip/
in suffixes: puncture /pNktSr/ relation /rileISn/
--Sometimes the unstressed vowel becomes /I/
goodness /gUdnIs/ women /wImIn/

p. 43, C:
weak form: nd
We saw Jack and Jill.
We saw Jack and Jill.
strong form: Qnd
Mary and June are sisters.
Mary and June are sisters.
...
weak form: nd, r
strong form: Ar

5. Function words in phrases and sentences (p. 44 ff)

A. articles: a, and, the
Have a drink.
Take a number.
strong form: eI
weak form:
B. pronouns and possessives: you, your, he, him, her
Did you see Mike? I saw you dancing.
strong form: ju weak form: j
C. prepositions: of, to, at, for
Are you tired of working? He went to college.
strong form: v, tu
weak form: v, t
D. auxiliary verbs: am, was, can
Where am I going? Was it raining?
strong form: Qm wz weak form: m wz
E. conjunctions: and, as, or
Come and see me. It's as good as gold.
strong form: Qnd Qz
weak form: nd z

Unit 6 Word stress and phrasing (p. 52)

1. Word stress in sentences (p. 52)
2. Phrasing and linking (p. 53)
p 54, C:
often the final consonant in a word is followed by a word that begins with the
same sound
the sounds are not pronounced separately
the sounds are combined, or linked
Linking rules
1. Consonants plus vowel
when a word ends in a consonant and the next begins
with a vowel, the two words are usually linked
smoothly in spoken English
Examples: Comein! She'sat home. Whenisit?
2. /r/ plus vowel
--an /r/ is pronounced at the end of a word if the next
word begins with a vowel
Examples: ouruncle, at yourage, carengine
-- intrusive r (does not apply to GenAm pronunciation)
media event (in BE/RP):
law and order (in BE/RP):

midir Ivent
lr nd d

= meteor event in AE!

= lore and order in AE!

/r/ is silent in RP, English English, & Australian English

rhotic accents: American, Scottish, Irish English
RP
farm
more
stir
murder

fAm
m
st
md

GenAm
fArm
mr
str
mrd r

More linking:
A /j/ sound is often
after /i/
after /eI/
after /i/
after /I/
after /aI/

added to link the following vowel sounds:

the author /Di jaUTr/
ray of hope
/reI jv hoUp/
happy anniversary /hQpi jQnIvrsri/
boy and girl
/bI jend grl/
why is it /waI jIz It/

A /w/sound is added to link the following vowel sounds

after /u/ you are /ju wAr/
after /aU/ how old are you? /haU woUld Ar ju/
after /oU/ so interesting /soU wIntrestIN/
the pronunciation of uat the beginning of some words is/ju/
university /junIvrsIti/
unification /junIfIkeISn/
unanimous /junQnImIs/
there are no linking words in this category
We also often link over commas when reading
In tag questions: She'san intelligent woman,isn't she?
After yes and no: No,I didn't say that. Yes,Iagree.
After interjections: 0h,Iam surprised to hear that.
unpronounced plosives
to make these sounds, we release air in a sudden explosion;
when 2 of these sounds occur together,
the final consonants of the first word
and the first consonants of the second word
are pronounced together as a slightly longer consonant.
Note that it is the second plosive that is exploded.
red eye/ red dye
bright eyes/bright ties
top layer/top player

redaI
red daI
braIdaIz
braIt taIz
tApleIjr
tAp pleIjr

3. Phrasing and pausing (p. 55)

guidelines for determining stress:
early stress
1. When the two parts of the compound are written as one
word:
gingerbread, bookcase, teapot, fruitcake
2. When the two parts are both nouns:
roof rack, car ferry, tape recorder
3. the first part of the compound ends in -ing and is used as
a noun (gerund). The "-ing" part normally tells the function
or use of the second word:
writing pad (a pad that is used for writing)
walking stick (a stick that is used for walking)
4. When the second part of the compound is cake, juice, or
water:
Christmas cake, mineral water, orange juice
late stress
1. In compounds which are written either hyphenated or as
two words, and where the first word is an adjective or an
adverb:
good-looking, inner city
2. the first part of the compound ends in -ing, and is the
present participle form, used as an adjective or a verb:
gripping film, flying saucer
3. the first word is the name of the material or the ingredient:
ginger beer, glass bowl
stress pattern and meaning: notice how the difference in
meaning is reflected in the stress pattern:
a black board (a board that is black)
blackboard (a board for writing on in the classroom)

4. Numbers (p. 58 ff)

A. tens and teens
1. Syllable stress
a. ten numbers are always stressed on the first syllable
twenty, thirty, forty
b. The teen numbers may be stressed on either (cf 4A2)
thirteen, fourteen, fifteen
B. dates (p. 58)
C. fractions (p. 59)
D. telephone numbers (p. 59)
E. addresses (p. 60)

Practice:

1. The bandage was wound around the wound.

2. The farm was used to produce produce.
3. The dump was so full that it had to refuse more
refuse.
4. We must polish the Polish furniture.
5. He could lead if he could only get the lead out.
6. The soldier decided to desert his dessert in the desert.
7. Since there is no time like the present, he thought it
was time to present the present.
8. A bass was painted on the head of the bass drum.
9. When shot at, the dove dove into the bushes.
10. I did not object to the object.

D bQndIdZ wz waUnd raUnd D wund

D fArm wz juzd t prdus proUdus
D dmp wz soU fUl DQt It hQd t rfjuz mr
refjuz
wi mst pAlIS D poUlIS frnItSr
hi kUd lid If hi kUd oUnli get D led aUt
D soUldZr dIsaIdd t dIzrt hIz dIzrt In
D dzrt
sInts TQr Iz noU taIm laIk D prezInt hi Tt It wz
taIm t przent D prezInt
bQs wz peIntId An D hed v D beIs drm
wen SAt Qt D dv doUv Int D bUSIz
aI dId nAt bdZekt t Di AbdZekt