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1. I do not want to see him, but I am sure you want to.
2. She is not going to learn from this experience, but he is.
3. I have heard that you are thinking of moving from London. Are you?
4. They have dinner at seven, do not they?
5. You will be able to get a ticket for me, will you not?
6. I have got no idea who this letter is from.
7. Can you not remember who Bill used to work for?
8. I have been waiting for you to come.
9. We had been looking forward to coming for ages, then at the last minute we were not able to.
10. Will you not sit down for a couple of minutes?
7. Transcribe A’s lines in the following telephone conversation between two friends. Underline the words in their weak forms. Dramatize the dialogue.
A: What are you doing at the weekend?
B: I haven’t decided yet.
A: We’re going to Scotland. Do you want to come too?
B: I’d love to. Where are you staying?
A: We’ve decided to camp, none of us can afford to pay for a hotel.
B: Camping in Scotland in October! You’ll be freezing.
A: No, we won’t. We’ve got strong tents, lots of warm clothes and thick sleeping bags.
B: Have you checked the weather forecast?
A: Of course, we have. And its pretty warm for October.
B: OK then. It’ll be quite an adventure!
A: Excellent! I’ll tell the others, they’ll be delighted. We’ll pick you up at six on Friday. See you then, good-bye.
B: Bye!
8. Answer the questions for self control:
1. What is a strong form?
2. What is a weak form?
3. What vowels are always weak?
4. What words can have both weak and strong forms?
5. Why is it necessary to use weak forms appropriately?
UNIT 8
Study how to stress simple and derived words.
| The main terms of the unit: word stress, polysyllabic word, sound loudness, pitch, sound quantity, sound quality, constitutive function, distinctive function, primary stress, secondary stress, root syllable, disyllabic word. |
WORD STRESS
Every polysyllabic word has one or more syllables of greater prominence than the others. Such syllables are said to be accented or stress. Sound loudness, pitch, sound quantity (length), or sound quality may render a syllable more prominent than the others.
Word stress performs two linguistic functions: constitutive (arranging syllables in words) and distinctive (differentiating the meaning of words consisting of the same morphemes).
Many polysyllabic English words have both primary and secondary types of stress. There is a group of words in English which have 2 equally strong stresses: ´re´write, ´four´teen. There are two main principles of marking word-stress:
1) the root syllable is stressed: ´clever, ´water, ´singing; be´fore, be´gin, mis´take.
2) the third syllable from the end is stressed: ar´ticulate, ´stimulate, ´situate.
According to both rules most disyllabic words have their stress on the first syllable: ´ finish,´answer.
Disyllabic French borrowings have the primary stress on the last syllable: machine, police.
Words of 3 syllables generally have stress on the first syllable: ′ cinema, ′afterwards, ′recognize.
Words with suffixes -ate, -fy, -ize usually have their stress on the third syllable from the end: ′ qualify, ar′ticulate, ′centralize.
The secondary stress is manifested in polysyllabic words with the primary stressed on the third or the fourth syllable from the beginning : popu´larity, respon´sibility, deco´ration, experimen´tation, articu´lation.
If the original word has a primary stress on the first syllable, the derived word would have its stress (primary or secondary) there also: ´possible – possi´bility.
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