Ex. 5 Put questions to underlined words. Pay attention to the forms of the function words. Remember that strong forms are used when the words come at the end of the sentence or question

Model: It’s on at 10.30. – What time is it on at / ɒ n æt/ ?        

1I’m from London.

2 I spoke to Tom.

3 I’m waiting for Frank.

4 It’s made of plastic.

5 It was on at 10.20.

6 It will be on at midnight. 

7 We’re waiting for the children.

8 It’s used for watering flowers.

9 He’s proud of his new Porsche.

10 She was looking for her keys.

11 He got it from his father.

12 They were heading to the beach.

13 She was talking to her aunt.

14 Sue stared at the blank wall.

15 We were looking at the pictures.

16 Joe is keen on traveling.

17 He’s good at playing the violin.

18 He got the prize he had never thought of.

Ex. 6 Third conditional (weak forms)

Would have/ wouldn’t have/ might have/ mightn’t have/could have/ couldn’t have/, etc. are always reduced when they come in the middle of sentences.

 / wʊdəv/ - / wʊdnt əv/; / maɪtəv/ - / maɪtnətəv/; / ʃʊdəv/ - / ʃʊdnt əv/; / kʊdəv/ - / kʊdnt əv/; / m∧st əv/ - / m∧snt əv/.

Read out the phrases:

a)

would not have seen;

would not have noticed;

couldn’t have done,

could have done;

could have broken;

might have loaded;

mightn’t have landed;

should have follow;

shouldn’t have got;

mustn’t have crossed;

must have puzzled;

must not have touched;

would not have passed;

might not have taken;

would have participated.

 

b) Read the sentences. Make sure you use the weak forms of the verbs, and the Low Wide Rise in unfinished parts of utterances.

1 I should have called him then. 2 He might not have skidded if the road hadn’t been icy. 3 If we’d been going much faster, we might all have been killed. 4 We couldn’t have afforded it if she hadn’t taken her credit card. 5 If they’d searched more carefully, they might have found the jewels. 6 Things would have been perfect if the engine hadn’t caught fire. 7 If she’d gone by plane, it would have been simpler. 8 We wouldn’t have crashed into him if he hadn’t braked suddenly. 9 If I’d known what was going to happen, I probably wouldn’t have gone. 10 Had it not been for his brilliance, his drinking could have been a problem. 11 He should have discussed the matter with Ike. 12 She could have written a memo. 13 Jim might have seen a ghost. 14 Sue could have mentioned his name. 15 I couldn’t have noticed him. 16 She wouldn’t have said that. 17 Joe might have got scared. 18 Barbara should have informed you about it last month. 19 The cloth must have been woven in the 17 century. 20 They shouldn’t have denied that.

 

Ex. 7 Read out the emphatic forms of the following sentences. Follow the model:

I’m `tired. – I `am tired. 1 Come in. – Do come in. 2 I hope she gets better soon. - I do hope she’ll get better soon. 3 I’ve missed you. – I have missed you. 4 You promised! – You did promise! 5 I’d be grateful. – I would be grateful. 6 I’m sorry. – I am sorry. 7 Help yourself. – Do help yourself. 8 I warned her. – I did warn her. 9 He’ll be pleased. – He will be pleased. 10 Hurry up. – Do hurry up. 11 Feel at home. – Do feel at home. 12 She took her words back. – She did take her words back. 13 A: Do you know how to swim? – B: I do know how to swim. 14 A: Did she invite Jack or Andy? – B: She invited Jack and Andy. 15 A: Was it his or her satchel? – B: It was in my satchel.

 

Ex. 8 Read out the dialogues. In each dialogue, the auxiliary verb in A’s sentence is weak and in B’s sentence is strong.

1  A: Dave was sleeping when I got in!

B: Was he?

 

2 A: Do you enjoy cooking?

B: Yes, actually, I do.

 

3 A: Shall we go out for lunch?

B: Mmm, shall we?

 

4 A: Has he been ill again?

 B: Yes, I’m afraid he has.

 

5 A: We were walking past when it happened.

 B: Were you really?

 

6 A: Have they been away?

 B: I think they have.

 

Degrees of utterance stress

 

Words in an utterance receive different kinds and degrees of prominence. First of all, there is an opposition of nuclear and non-nuclear stresses. The nuclear stress is the only obligatory stress in an intonation group, signalling its central point. The nuclear stress is kinetic, it occupies a relatively fixed position in an intonation group (final), though any word in any position can become a nucleus provided it carries the most important information. Non-nuclear stresses are subdivided into full and partial stresses.

Full stresses occur only in the head of an intonation group. Partial stresses occur also in the prehead and the tail. Partial stresses are subdivided into high and low. High partial stresses normally occur in the head of an intonation group and in the tail after a rising or a falling-rising tone, while they are quite rare in the prehead.

E.g.: ‘Don’t forget to keep me,posted. 

Low partial stresses are used in the tail after a falling or rising-falling nuclear tone and in the prehead.

 E.g.: She was un^\certain about her coming back. 

Partial stresses are given to words of reduced informative value either because they are repeated from a previous context or because they denote ideas of smaller importance.

 

Speech Exercises