2015-08-21
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Task 20 (on the cassette). In conversation, the emphasis shifts as new, important words come in. the new words are highlighted. Listen to these examples, and compare them.
1) A. Where did you go in the summer? B. The South of France.
2) A. Which part of France do you prefer? B. The South of France.
(In the first examples, in 1B France is the most important word, so it is emphasized. In 2B South has become the most important word because it gives new information, France having been mentioned already in 2A)
Now read the following conversations aloud. Predict which is the most important syllable of the most important word in each sentence. Underline that syllable. Then listen to the recording.
Example: -I fancy seeing a film.
- What kind of film?
- Oh, an ykind of film.
- How about a com edy?
- I can’t stand comedies. I’d rather see an ac tion movie.
1. – Where did you put the potatoes?
- Where do you think I put the potatoes? There’s only one place to put them!
- Well, I can’t find them!
- They’re in the cupboard.
- But I’ve looked in the cupboard.
-You can’t have looked in the cupboard.
- Well, I have.
- Sorry … they’re still in the shopping bag.
2. – Where are you spending your holidays?
- In France.
- Where in France?
- The south.
- I’ve never been to the south of France. But I’ve lived in the south of Spain.
- Where exactly in the south?
- In Seville.
- That’s a coincidence. My daughter lives in Seville!
- Which of your daughters?
- Susan, my eldest daughter.
-What’s she doing there?
- Working as a teacher. An English teacher.
Task 2. In the following exercise, read the ‘opening line’ and then decide the most suitable place for tonic stress placement (underline the syllable) in the response.
a) I’d like you to help me.(right) can I do the shopping for you
b) I hear you’re offering to do the shop ping for someone (right) can I do the shopping for you
c) What was the first thing that hap pened first the professor explained her theory
d) Was the theory explained by stu dents no first the professor explained her theory
e) Tell me how the the ory was presented first she explained her theory
f) I think it starts at ten to three no ten past three
g) I think it starts at quarter past three no ten past three
h) I think it starts at ten past four no ten past three
Task 3. The following sentences are given without punctuation. Underline the appropriate tonic syllable places and mark tone-unit boundaries where you think they are appropriate.
a) (he wrote the letter in a sad way) he wrote the letter sadly
b) (it’s regrettable that he wrote the letter) he wrote the letter sadly
c) four plus six divided by two equals five
d) four plus six divided by two equals seven
e) we broke one thing after another fell down
f) we broke one thing after another that night
