Newprointernationa L
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- Bu səhifədəki naviqasiya:
- Yes, No, Yeah, Uh-huh, and Huh-uh.
- ---[vowel][t][vowel]--- → [d] (usually)
- ---[n][t]--- → [n] (often)
- ---[t] + [vowel] → [ d ]
- ---[t] + [consonant] → {silent} or [ʔ]
- ---[vowel or r or l] + to → ---[ də ]
- Past Tense: … did you … → [ʤə]
- Syllable: A block of sounds that make up one rhythmical beat.
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Exercise 14 Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:
[ aim __________ ____________ kalım sun , bʌdai _________________ kalr frs ]
[ wır ________________ beiʒiŋ so wır _________________ bai ə suɁkeis ]
[ jə __________________ du hwəʧə ________________ du ]
[ ai _____________ heiŋ æʊdæɁðæɁ kafi ʃap kʌz ıts ______________________ ]
[ ai ________________ bʊk ðæts ____________________ ] You can check your answers in Appendix A at the end of the book. **************** Yes, No, Yeah, Uh-huh, and Huh-uh. The answers to yes/no questions can be given in many ways. Depending on the situation, you can answer in a different way. Look at the chart below. If you want to respond in a strong way, use “yes” or “no”. You can also use “yes” and “no” if you want to sound cold or are in a very formal situation. In many cases you can use “yeah” and “no” and this is the normal form. In normal conversation, the most common way to answer is with “uh-huh” and “huh-uh.” This is probably most common because “yes,” “yeah,” and “no” are usually followed by a comma and more response such as “I have,” “we are,” “there is,” “it has,” etc… Because these responses need to have correct grammar matching the question, it is much easier to use “uh-huh” and “huh-uh”. Note that “uh-huh” has a rising intonation and “huh-uh” has falling intonation.
Do you like ice cream? → Uh-huh. [ dujə laik aiscrim ] [ ʌhʌ↗ ]
[ hævjə bın tə denvr ] [ hʌʔʌ↘ ] Be careful not to get “uh-huh” and “huh-uh” confused with “Huh?” and “…, huh?”. “Huh?” means “what?” or “What did you say?”. “…, huh?” is a replacement for any kind of tag question such as “…, aren’t you?”, “…, haven’t you?”, “…, weren’t there?”, or “…, wasn’t it?”.
[ ıts ə biudıfəl dei hʌ↘ ] B: Huh? [ hʌ↗ ]
A: It’s a beautiful day, huh? [ ıts ə biudıfəl dei hʌ↘ ] B: Uh-huh. But it’s a little too hot, huh? [ ʌhʌ↗ . bʌdıts ə lıdl tu hat hʌ↘] A: Huh-uh. It’s perfect. [ hʌʔʌ↘ . ıts prfekt ] Chapter 7
Pronunciation Transformations of “T” Inside Words In this chapter we will practice the rules of pronunciation for a few sounds inside words. ---[vowel][t][vowel]--- → [d] (usually) When a word has a “t” between two vowels, the “t” will usually be prounounced [d]. The city was pretty, but it wasn’t very exciting. [ ðə sıdi uʌz prıdi bʌd ıwʌzn veri eksaidiŋ]
[ai laik idiŋ dınr hwail sıdiŋ ınfrʌnə ðə tivi ] ---[n][t]--- → [n] (often) The letters “nt” inside words are usually pronounced without the “t”. International entertainment is growing because of the Internet. [ ınrnæʃənl enrteinmen ız growiŋ bikʌz ə ðə ınrnet ] Renting a car is cheaper than painting your old car. [ reniŋ ə kar z ʧipr ðæn peiniŋ jr old kar ] Exercise 15 Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:
[ aiv bın ____________ tə _____________ ðıs skul sıns ai ________________________ ]
[ ıts _____________ hard tə bi ə _________________ ]
[ ___________________ wəz _____________________ kold ]
[ ðə ___________________ _________________ maid ım krai ]
[ wıl bi ______________ aɁ ðə stæʧu ın ðə ____________ ə ðə ________________________ ] You can check your answers in Appendix A at the end of the book. Chapter 8
Pronunciation Transformations of “T” Between Words In this chapter we will practice pronunciation rules that link two or more words together. (Note: The following rules are presented in the order of their power. That is, if two or more of these rules could apply to one situation, the rule to follow is the one appearing first) ---[t] + [j]--- → [ ʧ ] When a word ending with a [t] is followed by a word starting with a [j], the two sounds will come together to make [ʧ]. We want you to take this letter to the bank. [ wi wanʧə də teik ðıs ledrdə ðə beiŋk ] ---nt … → [n] When a word ending with [nt] is followed by another word, the [t] will be silent. Let’s rent a video. [ lets ren ə vıdio ] He went out for dinner with his sister. [ hi wenæʊ fr dınr wıð ız sısdr ] The student waited in front of the school. [ ðə studen weided ınfrʌnə ðə skul ]
[ hi wʌz ðə frswʌn tə əraiv ] I’ll take the biggest, sweetest, creamiest, most delicious cake, please! [ ail teik ðə bıges suides crimies mos dəlıʃəs keik . pliz ] ---n’t …→ [ ↗↘n ] When a word ending with [n’t] is followed by another word, the [t] will be silent. Also, the word will sound bigger than the other words in the sentence. Why didn’t he go to the meeting? [ hwai dıdni godə ðə midiŋ ]
I can play the piano, but I can’t play the violin. [ ai kn plei ðə piæno bʌdai kæn plei ðə vaiəlın ]
[ ðei idæʊdevri dei ] I get up at about eight o’clock. [ ai gedʌpædəbæʊdeidə klak ] ---[t] + [consonant] → {silent} or [ʔ] When a word ending with [t] is followed by a word starting with a consonant, the [t] will change to a [ʔ] or it will be silent. It was fun! [ ıwʌz fʌn ] or [ ıʔwʌz fʌn ] I ate some sweet potato pie and eight doughnuts. [ ai eisʌm suipəteido pai æn eidonʌts ] or [ ai eiʔsʌm suiʔpəteido pai æn eiʔdonʌts ] Exercise 16 Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:
[ ai ________________________________ , æn ai ________ ðə dei bəfor , _________ ai _____________ si jə ðer ]
[ __________ wi ________ ə __________ ə __________ pepr æn ðen ə _______________ ʌnjən ]
[ wıl __________ ___________________ pleis ]
[ ai ____________ ______________ hır æn ________________ ________________________ ]
[ ʃi wəz ___________ ın ðə ______________ fr æ ____________ faiv æʊrz ] You can check your answers in Appendix A at the end of the book. ---[vowel or r or l] + to → ---[ də ] If the word “to” comes right after a word ending in a vowel, an [r], an [n], or an [l], the pronunciation of “to” will usually become [də]. I got some snacks on my way to school. Is it ok to eat in here? [ ai gasəm snæks an mai ueidə skul . ız ıdokeidə idın hır ]
[ hwəʧə gənə werdə ðə pardi ] go to … → [ godə ] Because of the previous rule, “go to…” becomes [godə]. Go to the end of the street and turn left. [ godə ðə end ə ðə stidæn trn left ]
[ ai gadə godə wrk təmaro ] Are you going to go to the party? [ ar jə gənə godə ðə pardi ] Exercise 17 Using the rules learned in this chapter and the Paresol chart at the end of the book, work with a partner to fill in the blanks below:
[ ıts kainə ___________ ________ mai hæʊs frəm hır ]
[ jə ____________ _____________ ðə suprmarkəd an jr __________ __________ ðə pardi ]
[ wıl bi ___________ _________________ ged ə gʊd rum ]
[ aim tu _______________ _____________ _______________ həwaji fr vəkeiʃən ]
[ hiz gənə ___________ _________ lʌndən _________ _________ _____________ kənvıns ____________ _______________ meri ım ] You can check your answers in Appendix A at the end of the book. Chapter 9
Pronunciation Trasformations of Common Questions In this chapter we will practice pronunciation rules for common questions. We will practice putting question words together and producing complete sentences with natural North American pronunciation. The most common questions use “what,” “where,” “when,” “who,” “why,” and “how”. The most common tenses are the past tense (did you), past perfect to indicate something is finished (have you), past continuous to indicate something in the past continued (have you been), a present tense indicating what is happening now (are you), a present tense indicating what usually is the case (do you), future tense (are you going to), and a tense indicating wish (do you want to). These questions are used in the majority of conversations. Look at the chart on the next page. You can see three columns; on the left a column with the questions, in the middle a column with the tense, and on the right an empty column into which the rest of the question goes. We will practice putting these all together and making natural pronunciation. Notice that the groups of words in the tense column are always unstressed (very small, fast, quiet, and short).
Past Tense: … did you … → [ʤə] When the words “did you” are between other words, they will get small and short. Many students think that native English speakers are speaking really fast, but actually they are changing the pronunciation of these words to: [ʤə]. What __________________ do last night? [ hwə ʤə du læs nait ] Who _____________________ go with? [ hu ʤə go wıθ ] When ___________________ get here? [ hwen ʤə geʔhır ] Where __________________ put my book? [ hwer ʤə pʊʔmai bʊk ] Why _______________ stop studying business? [ hwai ʤə stap stʌdiŋ bıznes ] How ___________ learn about this company? [ hæʊ ʤə lrn əbæʊʔ ðıs kʌmpəni ] What TV show ____________________ watch? [ hwə tivi ʃo ʤə waʧ ] What kind of clothes ___________________ buy? [ wəkainə kloz ʤə bai ] How long _____________ spend in the library? [ hæʊ laŋ ʤə spend ın ðə laibreri ] Which song __________ decide to download? [ hwıʧ saŋ ʤə dısaidtə dæʊnlod ]
Some native English speakers always pronounce …have you… as [jǝ], while others always pronounce it as [vjǝ] (…’ve you…). What _____________ done with my computer? [ wəʧə dʌn wıθ mai kəmpiudr ]/[ wədvjə … ] Who ____________________ told this to? [ hujə told ðıs tu ]/[ huvjə …] When _______________ ever lived there? [ wenjə evr lıvd ðer ]/[ wenvjə …] Where ______________ been for the last week? [ werjə bın fr ðə læs wik ]/[ wervjə … ] Why ____________ never told me this before? [ waijə nevr told mi ðıs bifor ]/[ waivjə … ] How ____________________ been lately? [ hæʊjə bın leiʔli ]/[ hæʊvjə … ]
[ wə kʌlr jə dəsaidəd tə painʧr hæʊs ]/[ wə kʌlr vjə … ] What kind of jobs _____________________ done? [ wəkainə ʤabz jə dʌn ]/[ wəkainə ʤabz vjə … ] How many people __________________ made friends with? [ hæʊ meni pipl jə meid frenz wıθ ]/[ hæʊ meni pipl vjə … ] Which class ________________________ taken? [ wiʧ klæs jə teiken ]/[ witʃ klæs vjə … ]
When speaking at a normal or fast speed, the question …have you been… is usually pronounced [jǝbın]. When speaking slower it is pronounced [vjǝbın]. What ___________________________ doing? [ wəʧə bın duın ] Who ________________________ talking to? [ hu jə bın takiŋ tu ] When _______________________ thinking about finishing this report? [ hwen jə bın θiŋkiŋ əbæʊ fınıʃiŋ ðıs riport ] Where ____________________________ hiding? [ hwer jə bın haidiŋ ] Why _____________________________ so quiet? [ hwai jəbın so kwajət ] How _________________________ doing recently? [ hæʊ jə bın duın risenʔli ] What table _________________________ sitting at? [ hwə teibl jə bın sıdiŋ æt ] What kind of alcohol __________________________ drinking? [ wəkainə ælkəhal jə bın driŋkiŋ ] How long ________________________ living here? [ hæʊ laŋ jə bın lıviŋ hır ] Which book _________________________ most interested in? [ hwiʧ bʊk jə bın mos ıntrəsted ın ] … are you … → [jə] When speaking slowly, we pronounce the question …are you… as [rjǝ]. However, when speaking at a normal or fast pace, we pronounce it [jǝ]. What ____________________ doing? [ hwʌʧə duın ] Who ______________________ in love with? [ hu jə ın lʌv wıθ ] When _____________________ having dinner? [ hwen jə hæviŋ dınr ] Where ______________________ staying? [ hwer jə steijiŋ ] Why _______________________ working so hard? [ hwai jə wrkiŋ so hard ] How _________________ doing? [ hæu jə duın ] What movie ___________________ watching? [ hwʌ muvi jə waʧiŋ ] What kind of cake ___________________ eating? [ wəkainə keik jə idiŋ ] How long _______________________ staying? [ hæʊ laŋ jə steijiŋ ] Which school ______________________ going to? [ hwıʧ skul jə goiŋtu ]
The question …do you… is pronounced [dujǝ]. What ____________________ do? [ hwʌ dujə du ] Who ____________________ like? [ hu dujə laik ] When _________________ eat lunch? [ hwen dujə iʔlʌnʧ ] Where ____________________ live? [ hwer dujə lıv ] Why ________________ study English? [ hwai dujə stʌdi iŋglıʃ ] How __________________ get to work? [ hæʊ dujə getə wrk ] What magazine __________________ read? [ hwʌ mægəzin dujə rid ] What kind of food ____________________ cook? [ wəkainə fud dujə kʊk ] How long ______________ exercise every day? [ hæʊ laŋ dujə eksrsaiz evri dei ] Which station ___________________ watch? [ hwıʧ steiʃən dujə waʧ ]
If we speak slowly, we usually pronounce …are you going to… as [rjǝgǝnǝ]. However, when we speak at a normal speed, the first [r] is dropped and it becomes [jǝgǝnǝ]. What ________________________________ do? [ wəʧə gənə du ] Who ________________________ have lunch with? [ hu jəgənə hæv lʌnʧ wıθ ] When _________________________ go to the bank? [ hwen jəgənə godə ðə beiŋk ] Where _______________________________ get a job? [ hwer jəgənə gedə ʤab ] Why __________________________ go there? [ hwai jəgənə go ðer ] How ___________________________ pay for this? [ hæʊ jəgənə pei fr ðıs ] What country _________________________ go to next? [ wʌ kʌntri jəgənə gotu neksd ] What kind of pet _________________________ get? [ wəkainə peʧəgənə get ] How many ____________________________ record? [ hæʊ meni jəgənə rikord ] Which train ______________________________ take? [ hwıʧ trein jəgənə teik ] … do you want to … → [dujəwanə] The question …do you want to… is pronounced [dujǝwanǝ]. What _______________________ eat for breakfast? [ hwə dujəwanə iʔfr brekfəst ] Who ______________________________ go out with? [ hu dujəwanə go æʊʔwıθ ] When ______________________ practice with me? [ hwen dujəwanə prækdıs wıθ mi ] Where __________________________ go shopping? [ hwer dujəwanə go ʃapiŋ ] Why __________________________ give up? [ hwai dujəwanə gıv ʌp ] How do you want to get there? [ hæʊ dujəwanə geʔðer ] What day _________________________ leave? [ hwə dei dujəwanə liv ] What kind of hat ________________________ give her for her birthday? [ wəkainə hæ dujəwanə gıvər fr brθdei ] How many pizzas _____________________ order? [ hæʊ meni pitsəz dujəwanə ordr ] Which cup of coffee ______________________ try first? [ hwıʧ kʌpə kafi dujəwanə trai first ] Chapter 10
Rhythm and Intonation In this chapter we will work on the rhythm and intonation of words, phrases, and sentences. We will see how some syllables are stressed and how others are reduced. We will also see how some words are spoken more quickly than others in a sentence and try to identify basic rules governing the rhythm of North American English. Phonemes and Syllables The most basic part of pronunciation we worked on in the first few chapters is the level of phoneme. A phoneme is an individual sound. For example:
All of these words have one thing in common – each word has only one syllable. As we will see, syllables with more phonemes are not always longer than syllables with fewer phonemes. Within sentences there are rhythms. When deciding the rhythm, the most important elements are syllables, not phonemes.
Many words have only one syllable. These words can be made up of one or more phonemes. Other words have more than one syllable. Most syllables include one vowel. The symbol “/” is used below to indicate syllable divisions. Yüklə 0,88 Mb. Dostları ilə paylaş:
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