My Cool Blog
View all entries from My Cool Blog >
Jordan
January 11, 2008
7.1. Sentence Stress Basics
For today's exercises, you will need: an audio tape recorder, a cassette tape and a rubber band. You are almost half way through the lessons. Can you believe you have learned so much in such a short amount of time? Practicing can be tiring, but if you have made it this far, you are doing GREAT. Keep it up! Don't get discouraged if your pronunciation isn't perfect yet. You have learned a lot and have probably achieved some noticeable changes already. Beginning with this unit, the concepts may be a little easier to master. Also, if you can change your sentence stress and intonation patterns to be more like native English speakers, you will suddenly notice dramatic improvements in how well people understand you. DON'T GIVE UP YET! The best is still to come.Practice 1: Listen to Chapter 5, Sentence Stress
on the Videotape Listen to the video segment and answer the following questions. 1. Why is it hard for Americans to understand students who use equalstress on each word in a sentence? 2. What is the relationship between word stress and sentence stress?Rules for Sentence Stress
Fill in the blanks in each of the following sentences:3. _____________ words are stressed. They are:louderlongerhigher pitched 4. ___________ words, that is ____________ words, are unstressed. 5. Content words carry the main ___________ of the sentence.Techniques
6. Describe one technique that can help you stress content words and squeeze (reduce) unstressed words.7.2. Rhythm of English: Sentence Stress
Look at the following pairs. What do they have in common? (1) (2)| Guarantee | Can you see? |
| However | Is he clever? |
| Understand | I'm in the band. |
| Gua-ran-TEE | Can you SEE? |
| How-EV-er | Is he CLE ver? |
| Un-der-STAND | I'm in the BAND. |
Practice 2: Beat the Sentence Stress
http://www1.inhatc.ac.kr/ohmis/annsnd/02/22-AudioTrack 22.mp3 Listen to the following poem on the internet homepage and notice the regular "beat": (3)There was a young lady of Niger, who smiled as she rode on a tiger.They returned from the ride,with the lady inside,and the smile on the face of the tiger. You should notice that the words in capital letters are stressed. Practice this poem on your own, focusing on the regular "beat." (4)There WAS a young LADY from NIGERwho SMILED as she RODE on a TIGERThey RETURNED from the RIDE,with the LADY INSIDEand the SMILE on the FACE of the TIGER.7.3. Rules on Sentence Stress
The rules for sentence stress are relatively easy. As you look at the poem above, which types of words are stressed? Which words are unstressed? Here is a simple chart to help you remember the difference.Key Words or Content Words: Stressed
Nouns (LADY, TIGER) Main verbs (RODE, SMILED) Adjectives (YOUNG) Adverbs (INSIDE) Question Words (HOW, WHY, WHO, How FAR, How MUCH, How MANY) Numbers (THIRTEEN, THIRTY) Negative words (NOT, DIDN'T, DON'T, CAN'T, WON'T)Connecting Words or Function Words: Unstressed
Articles (the, a, an)Pronouns (I, me, him, one)Prepositions (at, by, for)Conjunctions (and, so, but)Helping Verbs (have DONE, had GONE, is SWIMMING, was WALKING)Relative pronouns (the MAN who/that, the PLACE where/that) An easy way to remember these rules is that sentence stress is like a telegram. A telegram only includes the important information: (5)| Telegram: | Normal English: |
| Dad | Dear Dad |
| Send money! | Could you send me some money? |
| Bob | Love, Bob |
Practice 3: Identify Key Words
http://www1.inhatc.ac.kr/ohmis/annsnd/02/23-AudioTrack 23.mp3 Underline the key words in the following dialogue as you listen to the CD. If it is difficult to pick out all the stressed words, focus on the MOST stressed words. Check the Answer Key. Tom: Hey, Mary, how are you doIng?Mary: Not bad, Tom, except I had a hard test today.Tom: In what subject?Mary: It was my history exam. He's a really hard teacher.Tom: Who do you have?Mary: It's Mr. Marshall, and he teaches American History 101.Tom: He was really tough. Don't worry, though. It gets easier towards theend of the semester.Mary: That's good. Otherwise, I think I'd die! Practice saying the dialogue, focusing on stretching out the key words and reducing or squeezing in the unstressed words.Practice 4: Self Analysis of Stress Patterns
It is important that you recognize what your native language stress pattern is like. Do you equally stress every syllable? Do you not stress all the content words? Do you stress different types of words than English? Tape record yourself speaking your native language or listen to one of your previous tapes. Say the sentences at a normal rate of speech - not too fast or too slow. Listen to the tape and write down the words you stressed the most. What type of words are they? (Are they nouns, verbs, or other?) If you are having trouble hearing which words stand out the most, you probably have equal stress in your language. This is true especially for Spanish, Portuguese, Italian, French, Persian and Arabic speakers. Analyze your speech. Did you slow down for the stressed words? Did your pitch change for those words? Did you say those words slightly louder than the other words? Were there any other changes that took place for stressed words in your native language? For example, do you use loudness instead of pitch to emphasize words? Do you use pitch instead of stress in your language, especially if you come from a tonal language like Chinese? If you equally stress words or don't think about stressing content words instead of function words, you will need to work hard on this unit. It will probably improve your overall sound quickly and dramatically.Practice 5: Reduced Forms
http://www1.inhatc.ac.kr/ohmis/annsnd/02/24-AudioTrack 24.mp3 Certain connecting words are always linked together and spoken in a regular way. It may help your rhythm if you memorize and use these forms. Listen to the reductions on the audiotrack on the homepage in the following list and conversation. Then practice on your own. (7)have to = haftawant to = wannagoing to = gonnahas to = hastagot to = gottaa lot of = alota Joe: Bob, do you wanna play basketball with Bill and me?Bob: I can't. I hafta do alota homework.Joe: That's too bad! Bill hasta do alota homework too.Bob: Maybe we can play next week instead.Joe: I'm gonna call him. I'll let you know.Bob: Great! Well, I've gotta go!Joe: See you! (Seeya)Practice 6: Content words and Unstressed Words
http://www1.inhatc.ac.kr/ohmis/annsnd/02/25-AudioTrack 25.mp3 Content words are stretched out, while unstressed words are squeezed in. Each of the following sentences have equal timing, regardless of the number of unstressed words that are added. Practice saying each of the following sentences so that they each have about the same time length as the previous one. Stress only the capitalized words (content words) and go quickly over the other words (connecting words). You will need to reduce some words in order to properly say each sentence. It will help you keep the correct rhythm if you clap for the content (capitalized) words. Practice along with the CD. Same time to say each sentence (8)| |¡ç------- | -------------- | --------à| |
| CATS | SMELL | FISH |
| The CATS | SMELL | FISH |
| The CATS | SMELL | the FISH |
| The CATS | may SMELL | the FISH |
| The CATS | may have SMELLED*(reduce to maya) | the FISH |
| |¡ç-------------- | ---------------- | -------à| |
| HELP | FIND | BOOKS |
| I'll HELP you | FIND | BOOKS (reduce to helpya) |
| I'll be HELPing you | FIND | BOOKS |
| I'll be HELPing you | FIND the | BOOKS |
| |¡ç--------------- | -------------- | -----à| |
| SNOW | FALLS | SOON |
| The SNOW | FALLS | SOON |
| The SNOW will | FALL | SOON |
| The SNOW will be | FALLing | SOON |
Practice 7: Stressing the Capitalized Syllables in Context
http://www1.inhatc.ac.kr/ohmis/annsnd/02/26-AudioTrack 26.mp3 Practice the following sentences along with the homepage, making sure you stress the capitalized syllables or words. For now, OVERSTRESS the emphasized words, so you can clearly hear the correct stresses in the sentence. Focus on slowing down and lengthening the stressed syllables for the content words using a rubber band or clapping if you prefer. Reduce (speed up on) the connecting words - the words that are not capitalized. Notice that the stressed words are the most important words in the sentence for your listener to understand your meaning. Begin by saying just the emphasized words, lengthening them and saying them slightly louder. Then say the entire sentence keeping the stressed words lengthened and slightly louder. First use your rubber band to stretch out (lengthen) the stressed words as demonstrated on the videoclip. Then clap your hands to lengthen the stressed words. (11) HELP – FIND - BOOKSLet me HELP you FIND your BOOKS. (12) GO – LIBRARY - TOMORROWI can GO to the Library toMORrow. (13) CAN'T - GO - TODAYI CAN'T GO toDAY. (14) THANKS - HELP - PARTYTHANKS for all your HELP with the PARty. (15) WHEN - COME - VISITWHEN will you COME to VIsit? (16) LONG – GAME - LAST?How LONG is the GAME going to LAST? (reduce "going to" to "gonna") (17) HAVE - HOMEWORK - TONIGHT?Do you HAVE a lot of HOMEwork toNIGHT? (reduce "a lot of' to "alota") (18) SICK - TUESDAY, CAME - SCHOOL - ANYWAY.He was SICK on TUESDAY, but he CAME to SCHOOL, ANYway. (19) GIVE - BURGER - FRIESGIVE me a BURger and FRIES. (reduce "and" to "n.")Can and Can't Stress
Do you misunderstand native speakers when they use ¡°can¡± or ¡°can I¡±? Do they misunderstand you? If so, this section can help. Let's start by looking at the differences between them. If you think the difference is because of the final ¡°t,¡± you're wrong! Even native speakers usually can't hear the final ¡°t.¡± Instead, focus on the stress of the sentence. Listen to the following two sentences on the CD and think about the stress. Which word carries the main stress in each sentence? http://www1.inhatc.ac.kr/ohmis/annsnd/02/27-AudioTrack 27.mp3 (20) I can tell him.(21) I can't tell him. In sentence (20), "tell" is stressed while in sentence (21), "can't" carries the main stress: (22) I can TELL him.(23) I CAN'T tell him. There is one more important difference between "can" and "can't." The vowel sound in "can" is unstressed. What vowel sound does it have? Can you hear that "can" has a short, reduced vowel so you can hardly hear the vowel? "Can't," on the other hand, has a full, clear vowel. Practice this difference with the two sentences above. The only exception to this rule is when "can" comes at the end of the sentence, it is always stressed: (24) Can't you make it? -- Yes, I CAN.Are you a student? – Yes, I AM.Practice 8: Can-Can't Contrasts
http://www1.inhatc.ac.kr/ohmis/annsnd/02/28-AudioTrack 28.mp3 Practice the following "can" and "can't" sentences along with the CD. Also, underline the other content words in the sentences. Notice that for "can't he," you can link the final ¡°t¡± to "he" so it sounds like ¡°CAN tea¡± making the /t/ very clear. (25) I can COME with you on Thursday.(26) I can BE in your wedding next month.(27) You can MAKE an appointment with George to discuss this issue.(28) He CAN'T MEET with you today though.(29) Why CAN'T he?Practice 9: Can & Can't in Context
Work with a partner. Say either sentence A or B from the left and your partner will answer depending on which word she hears. If your pronunciation is good, the response should match what you intend to say. (30) a. I can come with you on Thursday. a. Great!b. I can't come with you on Thursday. b. That's too bad! (31)a. I can meet with you today. a. Good! What time?b. I can't meet with you today. b. Oh. How about tomorrow? (32) a. The missing files can be found. a. Great! How did you find them?b. The missing files can't be found b. Why not? Were they destroyed? (33)a. I can play the piano. a. How long did you take lessons?b. I can't play the piano. b. Neither can I! (34)a. The money can be deducted from your pay. a. Ok. Deduct it then.b. The money can't be deducted from your pay. b. Why not?Practice 10: Need More?
http://www1.inhatc.ac.kr/ohmis/annsnd/02/29-AudioTrack 29.mp3 Here is another fun way to practice these contrasts. The following limerick has the words "can" and "can't," but it also "uses can" in other ways: - the verb "can": to put in a can- the noun "can": a metal container for food- the adjective "canny": clever or careful See if you can figure out the stress so that the limerick makes sense as you listen to the CD. The answer is given in the Answer Key. (35)A canner exceedingly cannyone morning remarked to his granny:"A canner can cananything that he can,but a canner can't can a can, can he?"Homework 11: Can & Can¡¯t in Natural Speech
Write a short dialogue between you and a friend. Set up a meeting with a day and time that you both can agree on. Use "can" and "can't" several times in your dialogue. Then, practice the dialogue with a friend, or read the 2 parts yourself focusing on stressing "can" and "can't" in the appropriate places. You: Can we set up a meeting on Friday?Friend: No, we can't meet this week at all.You:Friend:You: Friend: You:Friend:You:Sentence Stress Strategy
Knowing the rules for sentence stress is only part of the difficulty. It may also be difficult for you to actually change your sentence stress patterns, so in this session we will be focusing on several techniques to help you.Strategy 1: Sing the sentence first.
Sometimes it is difficult to start by saying the words, so it helps to "sing" the words first. Do this very slowly at first so you can focus on the stress pattern. Here's an example: (36) | la LA la la LA la la LA la | There WAS a young LA-dy of NI-ger, |
| la LA la la LA la la LA la | who SMILED as she RODE on a TI ger. |
| la la LA la la LA | They¡¯re TURNED from the RIDE |
| la la LA la la LA | with the LA dy in SIDE |
| la la LA la la LA la la LA la | and the SMILE on the FACE of the TI ger. |
Practice 1: Singing the Stress
Sing the following limerick. Use the strategy above. (Hint: the number of stresses in the 2 poems is slightly different, so you'll have to change accordingly.) (37)There ONCE was a STU-dent from NASS-es.who COULD-n't SEE in his CLASS-es.His GRADES would BEonly Cs or Ds,So his PAR-ents BOUGHT him some GLASS-es.Strategy 2: Use body language.
Start by saying the stressed words while using some kind of body language, such as clapping YO\\i hands, tapping your feet, or moving your hand with the stressed words. Watch Colleen as she demonstrates on the videotape. (38)There ONCE was a STU-dent from NASS-es.who COULD-n't SEE in his CLASS-es.His GRADES would BEonly a C or a D,So his PAR-ents BOUGHT him some GLASS-es. Strategy 3: Build Sentences
The third strategy focuses on saying key words first and then gradually adding connecting words (unstressed words) in the same amount of time. First, practice the stressed words alone. Then, gradually put them back into the sentence with the unstressed words. Optional: Clap, tap, or move your hands in conjunction (at the same time) with the stressed words. For now, overstress the key words so you can clearly hear the stresses in the sentence. Focus on slowing down and lengthening the stressed syllables in these key words. Reduce (speed up on) the connecting words. Notice that the main message is communicated by only the key words. Begin by saying just the key words, using a rubber band to stretch out (lengthen) the stressed words as demonstrated on the videoclip. (39) | 1 | 2 | 3 | ||||||
| ONCE | STUDENT | NASSES | ||||||
| There | ONCE | A | STUdent | from | NASSes | |||
| There | ONCE | was | A | STUdent | from | NASSes | ||
| COULDN¡¯t | SEE | CLASSES | ||||||
| who | COULDn¡¯t | SEE | his | CLASSes | ||||
| who | COULDn¡¯t | SEE | in | his | CLASSes | |||
| GRADES | BE | |||||||
| His | GRADES | BE | ||||||
| His | GRADES | would | BE | |||||
| PARENTS | BOUGHT | GLASSES | ||||||
| His | PARents | BOUGHT | some | GLASSes | ||||
| So | His | PARents | BOUGHT | him | some | GLASSes |
Practice 2: Sentence Stress in Common Idioms
http://www1.inhatc.ac.kr/ohmis/annsnd/02/30-AudioTrack 30.mp3 Read the following story. First, underline the key words as you listen to the audiotrack on the homepage. You may need to repeat it several times. (Check the Answer Key.) Then, use any or all of the techniques introduced above: singing, movement, sentence building. Start by just saying the key words. Then, add the connecting words. Say the sentences naturally, focusing on making the stressed words longer, louder, and clearly enunciated and remember to reduce the vowels in the unstressed syllables. If this concept is hard for you, start with only ONE paragraph instead of working with the entire story. Notice in this story there are many common idioms used in everyday life (shown in italics). In Appendix C, these idioms are defined.George's Challenge
As George entered the room, he could feel the tenseness. He'd heard through the grapevine1) that part of the company was going to be sold and the remaining divisions would probably have to operate on a shoestring2) for a long time. Fat chance3) that anyone would get raises if the rumor were true. "Take it easy4), George" he said to himself and decided not to be such a chicken5). As he entered the room, he decided that a little humor would do the trick6). His boss was at home under the weather7), so he knew he would have to do this all by himself. The first group he encountered was high-powered executives. Maybe if he hung out8) with them for awhile he would learn more. After all, he knew how to kiss up9) when he needed to. He broke the ice10) with a little small talk and then cut to the chase11) and didn't beat around the bush12). "Is the company going to be sold?" he asked. "Well, George, I have to be honest with you," one of the vice presidents said, "this has been a difficult decision, but in the end, it was a no brainer13). We had to do something drastic. We could have split hairs14) over all the details, but we had to strike while the iron was hot15) or lose the deal." George took a deep breath and chose his words carefully. He didn't want to screw up16) or put his foot in his mouth17) at such an important time. These guys were no pushovers18), but if he played his cards right19), he might be able to get an important position in the new company. Hadn't he always burned the candle at both ends20)? He didn't want to give it all up now. "Sir, I think I know the ropes21) of this business. I could be a big asset to the changeover if you could use me." "Yes, I've heard about your reputation, George," said the vice president. "This is heading in the right direction," George thought. "Don't blow it22) now. I could come through this with flying colors23)." "You can count on24) me, sir, to do my best, " George said. It was boom or bust25) now. He would do his best to make sure the deal didn't fall through26) and that all the bases were covered27). He wasn't going to hold his breath28), but it could be a great deal in the end. "Let's hook up29) next week, sir, to discuss the details. We need to make sure we don't burn any of our bridges30) with our old customer base. I can be that link for you."Homework 3: Underline the Stressed Words and Tape Record
http://www1.inhatc.ac.kr/ohmis/annsnd/02/31-AudioTrack 31.mp3 Directions: First underline the stressed words in (11) as you listen to the audiotrack on the homepage. (Check your answers with the Answer Key.) Then, tape record yourself saying the following paragraph, paying close attention to sentence stress. Be sure to lengthen the vowel sounds in the stressed syllables. Have someone else listen to the tape and try to pick out the words you stressed. Were you able to do it correctly? (11) Each time you learn a new concept in English, you may feel like you'll never master this difficult language. When you first begin learning English, you think mostly about learning new vocabulary and grammar structures. Then, you need to focus on pronunciation, word stress, sentence stress, intonation and thought groups. With practice, your speech will become more natural and you won't have to think about every small detail of English. You'll be able to communicate naturally and easily.Practice 4: Record TV or Radio
Record 2-5 minutes of a TV or radio program on audio or videotape. Try to choose a native North American English speaker who is most like you: woman with woman, young person with young person, etc. Is there someone you would really like to sound like? If you do not have North American TV or radio shows available to you, use Colleen's voice on the videotape. Hint: it will be easier to mimic a news reporter or someone speaking fairly slowly and distinctly. Listen to the entire tape the first time, trying to pick out the stressed words. Pay close attention to length, vowel clarity, and loudness for stressed words. Listen to the tape again, stopping it after each sentence or phrase. Repeat the sentence with the same sentence stress pattern as the speaker. You may have to replay the tape several times to get it exactly the same.Homework 5: Sentence Stress in Role-playing
Reread the story about "George¡¯s challenge" in Practice 2. Then, close your book and try to tell the story in your own words. Try to use as many of the idioms as you can. As you tell the story, pay attention to stressing the key words, especially those in the idioms. Alternative: Role play the story about "George's Challenge " with a partner. One of you will play "George" and the other will play the vice president.Homework 6: Weather Report
http://www1.inhatc.ac.kr/ohmis/annsnd/02/32-AudioTrack 32.mp3 Here is an example of a typical weather report that might be in the news. Listen first to the CD and underline the key words, paying attention to the stress of key words and the reduction of unstressed words.(12) The weather today will be bright and sunny. Temperatures will be in the high 80s and no rain is in the forecast. By Wednesday of this week, storms will be moving in and we can expect rain and hail by Wednesday night.
Now, give your own weather or current news report. Record yourself and listen or have a partner give you feedback. How to Practice on a Regular Basis
This is such an important concept for so many non-native speakers of English, that we believe most students will want to spend more time working on sentence stress. Review these exercises over the next several days, even though we are going on to another chapter. You may want to practice this concept every day for the remainder of the semester. Start with a brief exercise each day to help you focus on sentence stress patterns. When we begin talking about thought groups, you can practice this concept again because the pauses in the thought groups will help you slow down for the stressed words and you will learn about phrasal stress, the main content word stressed in each phrase (thought group). Here is one way to practice on a regular basis. As you read memos, newspapers or other material in your English class, spend a few minutes underlining content words in a paragraph or two, then read it aloud, focusing on the stress pattern. Slowly, you will begin to hear and feel the difference in stress so it will become a more natural part of your everyday speech.Self-Listening Worksheet
Step 1: Make a 5-10 minute audiotape talking about the main story of a movie you have seen or a book you have read. If you have access to a video recorder, videotape yourself.What book or movie did you describe? Step 2: Listen to your tape. What have you done well? Step 3: Transcribe (write) 5-10 consecutive sentences exactly how theysound on the tape. Focus this week on the sentence stress. Mark the words in each sentence which you stressed with an accent mark like this: ╱ ╱ ╱(40) Example: Last week I went to the movies. Step 4: Rewrite the 5-10 sentences in the corrected form.Correct the sentence stress in each of the 5 -10 sentences. Also, look for errors in word stress and enunciation of key terms. Write the corrected version (with stress marks). ╱ ́ ╱ ╱(41) Example: Last week, I went to the movies. Step 5: Tape yourself saying these sentences in the corrected form.What has improved?More entries: TOM CRUISE, The European Union, ELECTION DAY, Harry Potter, Uncle Sam, Spelling, mem 2 LOOK - THINK - COVER - WRITE - CHECK, mem1 Remembering how to spell new words , More Useful words in English, 7.1. Sentence Stress Basics
