5.2: Pronunciation
- Page ID
- 189981
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Focus I: Focus Words in a Sentence or Phrase
Note: This recording includes Focus I and Practice I.
In each sentence there are words that are the most important. These are called the focus words. They are given extra emphasis and the vowels in the focus words are clearer.
Example: Nina likes tea, but she doesn’t like soda. Tea and soda are the focus words in this sentence.
Rules: Read the following rules.
1. The vowel of the stressed syllable in the focus word changes in pitch. The pitch can be higher or lower.
Example: What is your favorite food? I like salmon! Yuck! I hate fish.
2. The focus word in a sentence is usually a content word. Content words are nouns, main verbs, adverbs, adjectives and question words.
| Nouns | Main Verbs | Adverbs | Adjectives | Question Words |
|---|---|---|---|---|
| apple | eat | quickly | delicious | what |
| soda | drink | fast | salty | who |
| strawberry | talk | slowly | sweet | how |
Practice I
Directions: Listen and choose the focus word in each sentence.
- The salmon is too expensive.
- Basketball is my favorite sport!
- Many people don’t like fruitcake.
- Where is the yoga studio?
- Deep-fried foods are bad for you.
- I eat leftovers for breakfast.
- Let’s go to the beach and have a picnic.
- Dinner is at 6 o’clock.
- The potatoes are salty.
- What do you like to eat?
Focus II: Pronunciation of Compound Nouns
Note: This recording includes Focus II.
A compound noun is two words put together to make a noun. The first word has a strong stress and high pitch. The second word has less stress and a lower pitch.
Directions: Listen and repeat the following common compound nouns.
| drumstick | hand sanitizer | face mask |
| fruitcake | French fry | catfish |
| salad dressing | breakfast | seafood |
| leftovers | bottled water | strawberry |
| pancake | hot dog | eggplant |
| healthcare | ice cream | well-being |
Practice II
Partner Activity 1
Directions: Choose ten (10) compound nouns from the chart above. Write them in the left column. Then, get a partner and listen to your partner’s compound words. Write them in the right column.
| Your Compound Words | Your Partner's Compound Words |
|---|---|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
| 5. | 5. |
| 6. | 6. |
| 7. | 7. |
| 8. | 8. |
| 9. | 9. |
| 10. | 10. |
Partner Activity 2
Directions: Find a partner. Write ten sentences with compound nouns. Take turns reading the sentences stressing the focus word or words in the sentence.
Example: I use my chopsticks to eat seafood.
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