Unit 13

WORKSHEET – UNIT 13

Task 1 – Why is the teaching of pronunciation important, but often neglected by teachers?

It is important because different types of pronunciation can give different meaning to a sentence. It is neglected because teachers lack the training and confidence to tackle this subject.

Task 2 – State, with a brief description, techniques that can be used to indicate intonation and stress:

The simplest technique is to draw a curved line over the sentence, with the highs in the line indicating the higher pitch and the lows a lower pitch.

Another method could be to underline the part of the sentence were the pitch has to go up or down in order to give the sentence the desired meaning.

Task 3 – For each of these sentences, give the meanings indicated by the

          i) rise/fall intonation pattern

          ii) fall/rise intonation pattern

a) I’m going to tell you a story.

            i) the person want to tell somebody else something important, a lesson.

            ii) the person want to tell a somebody a story to comfort them.

b) She’s not going out tonight, is she?

            i) Appears to be sure she is not going out tonight, but is in doubt.

            ii) is in disbelief she is going out, also shows she is concerned.

c) I don’t understand.

            i) Refusing to understand.

            ii) Doesn’t understand but want to learn.

d) Goodnight!

            i) Simply saying goodnight.

            ii) Leaving with a certain misdemeanor.

Task 4 – Say each of the following sentences and the underline the stressed syllables in each:

a) I know why he wanted to see you.

b) What’s the time?

c) Don’t forget to turn out the light!

d) It’s another beautiful day today.

Say each of the following sentences and the underline the unstressed syllables in each:

a) Once upon a time, there was an old woman…

b) In the light of the above statement, I shall abstain from voting.

c) Good morning. How can I help you?

d) I’m away for the rest of the week.

Task 5 – Make up a sentence similar to that in the example on page 7 of the unit, and explain its various possible meanings, when different words in it are stressed:

She wasn’t supposed to be here.

Somebody else was going to be here.

She wasn’t supposed to be here.

She is not welcomed where she is.

She wasn’t supposed to be here.

She was expected to do something else.

She wasn’t supposed to be here.

She is not welcomed where she is.

She wasn’t supposed to be here.

She was expected to be somewhere else.

Task 6 – How and why can a student’s pronunciation affect the quality of his/her communication?

Pronunciation in any language is key to understand the meaning of what you hear. Also having the correct pronunciation can help the student deliver his/her message more clearly to other people.

Task 7 – Indicate the major ways in which English sounds are joined and linked. Give your own examples:

Linking: Somerville MA = somville MA
Sound dropping: how are you doing = how you doin.
Sound changing: Sandwich – Sand witch
Extra lettering: yes = yeah

Task 8 – What are the benefits in students learning the phonemic alphabet?

They can look up a word in the dictionary and know how the word sounds.

Task 9 – Referring to the phonemic alphabet, transcribe the phonemic text at the end of the course unit into standard script:

Gary: Whats the matter Pete?
Pete: My arm hurts real bad
Gary: What have you been doing?
Pete: I've been playing too much golf
Gary: Have you seen the doctor about it?
Pete: No I haven't yet, do you think I should?
Gary: I would if I were you before it drops off
Pete: Thanks for your advice
Gary: No problem mate, any time
Pete: Catchya later
Gary: See ya