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Stress and Intonation (Practical tasks)
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Task 1. Study the main accentual patterns. Interpret and illustrate them with the words given below. Which types would you rate as widely spread and most typical of the English language?
The numerous variations of English word stress are systematized in the typology of accentual structures of English words worked out by G.P. Torsuyev. He classifies them according to the number of stressed syllables and their degree. The main accentual patterns are:
1. ['__ __]. This accentual type marks both simple and compound words. The accentual structures of this type may include two and more syllables, e.g. _______________________________________
2. [ '_ '_ ]. The accentual type is commonly realized in compound words, most of them are with separable prefixes, e.g.________________________________
3. [ '_' _ '_ ] and 4. ['_' _ '_ '_]. The accentual types are met in initial compound abbreviations ______________________________________________
4. ['_,___]. The type is realized both in simple and compound words, very common among compound words, e.g. ________________________________
5. [, _'___]. The accentual type marks a great number of simple words and some compound words as well. In simple words the stresses fall onto:
1) the prefix and the root: ________________________________________
2) the root and the suffix: ________________________________________
3) the prefix and the suffix: _______________________________________
The words to choose from: father, radio-active, hot-tempered, absent-minded, non-stop, get up, switch off, fourteen, beefsteak, make up, recover, email address, hotel, country, police, balance, UNESCO, interaction, hospitality, disobey, hair-dresser, substructure, possibly, rewrite, USA, mother-in-law, gaspipe, USSR, magazine, disorganization, centralization, assimilation, qualification, pronunciation, consideration.
Task 2. Underline the stressed syllable in pairs of words below. How does the meaning change with the change of word stress?
Example: to susPECT (meaning: to have an opinion); a SUSpect (meaning: a person under suspicion); to preSENT (meaning: to give, to introduce); a PREsent (meaning: a gift).
| 1. to conflict, a conflict 2. to contest, a contest 3. to contract, a contract 4. to convert, a convert 5. to convict, a convict 6. to incline, an incline 7. to insult, an insult 8. to object, an object 9. to permit, a permit | 10. to produce, a produce 11. to project, a project 12. to protest, a protest 13. to rebel, a rebel 14. to recall, a recall 15. to reject, a reject 16. to research, a research 17. to concert, a concert 18. to survey, a survey |
Task 3. Practice reading the following sentences with special attention to the difference in the word stress of noun and verb.
1. You need to insert a paragraph here on this newspaper insert.
2. How can you object to this object?
3. I'd like to present you with this present.
4. The manufacturer couldn't recall if there'd been a recall.
5. The religious convert wanted to convert the world.
6. The political rebels wanted to rebel against the world.
7. The mogul wanted to record a new record for his latest artist.
8. She makes a good delegate. She knows how to delegate authority.
9. Due to the drought, the fields didn't produce much produce this year.
10. Unfortunately, City Hall wouldn't permit them to get a permit.
Task 4. How do prominence and intonation affect the meaning of an utterance? Each of the following sentences might be pronounced in three different ways. Match the meaning of each version to the interpretation on the right. Pay special attention to intonation and stress!
| Original sentence 1. What do you think? a. What do YOU think? b. WHAT do you think? c. What do you THINK? 2. She didn't take the car. a. She DIDn't take the car. b. She didn't take the CAR. c. SHE didn't take the car. 3. He thought the film was good. a. He thought the film was GOOD. b. He thought the FILM was good. c. HE thought the film was good. | Intended meaning i. I already know what he thinks. ii. Should we do it or not? iii. I'm sorry, I didn't hear what you said. i. Someone else must have. ii. So stop accusing her! iii. She must have gone on foot, or by bus. i. But the music was awful! ii. She didn't, though. iii. Oh really? The critics hated it! |
Task 5. Read the dialogue, paying special attention to the intonation patterns and how these help to communicate the meaning.
NO PANCAKES FOR YOU!
A: Get me some pancakes.
B: We DON’T SERVE PANcakes.
A: Three eggs and a short stack of pancakes.
B: We DON'T SERVE pancakes.
A: What do you mean? Everybody serves pancakes.
B: WE don't serve PANcakes.
A: For the last time... bring me some pancakes and eggs.
B: We DON'T SERVE PAN cakes
Task 6. According to D. Crystal (Crystal, 2003, p.248), there are nine ways of saying Yes as an answer to the question Will you marry me? Will you try?
1. Low fall. The most neutral tone; a detached, unemotional statement of fact.
2. Full fall. Emotionally involved; the higher the onset of the tone, the more involved the speaker; choice of emotion (surprise, excitement, irritation) depends on the speaker's facial expression.
3. Mid fall. Routine, uncommitted comment; detached and unexcited.
4. Low rise. Facial expression important; with a 'happy' face, the tone is sympathetic and friendly; with a 'grim' face, it is guarded and ominous.
5. Full rise. Emotionally involved, often «disbelief or shock, the extent of the emotion depending on the width of the tone».
6. High rise. Mild query or puzzlement; often used in echoing what has just been said.
7. Level. Bored, sarcastic, ironic.
8. Fall-rise. A strongly emotional tone; a straight or 'negative' face conveys uncertainty, doubt, or tentativeness; a positive face conveys encouragement or urgency.
9. Rise-fall. Strong emotional involvement; depending on the face, the attitude might be delighted, challenging, or complacent.
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