Stress refers to emphasis placed on syllables or words when speaking. In English, content words like nouns, verbs, adjectives and adverbs are typically stressed, while function words are not. There are three types of stress: primary, secondary, and tertiary. Stress patterns differ between word types and lengths. Disyllabic nouns usually stress the first syllable, while verbs stress the last. Multisyllabic words can stress any syllable. Emphatic stress is used to draw attention and shows importance by changing pitch on a particular word. Public exams test identifying correct stress patterns and words with emphatic stress.
This document provides techniques for teaching English word stress. It discusses that stress is a major characteristic of English with strong and weak syllables. There are no consistent rules for stress in English as it is a mixture of Germanic and Romance languages. Improperly placed stress can cause misunderstanding. Stress placement may also indicate grammatical function by changing a word's part of speech. The document then outlines rules for stress placement in two-syllable words, compounds, prefixes, suffixes, and noun/verb homographs. It concludes with teaching ideas like exercises contrasting stress patterns in words.
The document provides rules and guidelines for English spelling, including:
- The "i before e" rule, with some exceptions
- Changing a final "y" to "i" when adding an ending, except when ending in "-ing" or preceded by a vowel
- Dropping a silent "e" when adding an ending starting with a vowel, keeping it for endings starting with consonants, unless preceded by a vowel
- Forming plurals by adding "-s" or "-es", changing "-y" to "-i" and adding "-es" for words ending in consonant+"-y"
This document discusses word stress and sentence stress in English. It explains that in words with more than one syllable, one syllable is more prominent and receives more stress than the others. It provides examples of words and which syllable receives primary and sometimes secondary stress. It also discusses how stress patterns can change meaning, such as in verbs versus nouns. Additionally, it covers how stress works in compounds and sentences, with content words usually receiving more stress than grammatical words. Regular rhythm and intonation are also important aspects of pronunciation.
Stress refers to the emphasis or prominence given to certain syllables in a word. In English, stressed syllables are louder, higher-pitched, and longer than unstressed syllables. The location and degree of stress can influence the meaning of words and is an important part of pronunciation. Rules for determining stress are complex and often irregular, so it is best learned through listening practice.
Adverbs -Definition, types, common postions and frequent usesArleyJaimesroa
Definition, types, common postions and frequent uses of adverbs in the English Language - Based on the explanation provided by cutting edge - third edition advanced.
This document discusses suffixes and their uses. It defines a suffix as a word part added to the end of a word to modify its meaning or usage. It provides examples of common suffixes that can change words from nouns to adjectives or verbs to other parts of speech. The document emphasizes that understanding suffixes can help students learn new vocabulary by analyzing unfamiliar words. It includes activities for students to practice identifying and applying suffixes. Understanding suffixes is important for building vocabulary and language skills.
This document discusses word morphology and how words can be made longer by adding affixes. It provides the word "pseudoantidisestablishmentarianism" as an example of a word with many morphemes. The document then explains the structure of words, noting that words can have no more than one prefix, one inflectional suffix, and multiple derivational suffixes. It also discusses the differences between derivation, where new words are formed by adding affixes to bases or roots, and inflection, where affixes are added to change a word's form based on grammar rules. Finally, it introduces the concept of analyzing words into their immediate constituents.
UGC Sponsored Online Course on ACADEMIC WRITING
The document provides an overview of the key topics covered in the UGC sponsored online course on academic writing, including phonetics, organs of speech, consonants, vowels, and diphthongs. It describes the production of speech sounds using the air-stream mechanism and the three systems involved - respiratory, phonatory, and articulatory. Feedback on the course praises its organization and explanation of content to help strengthen writing skills.
This document provides techniques for teaching English word stress. It discusses that stress is a major characteristic of English with strong and weak syllables. There are no consistent rules for stress in English as it is a mixture of Germanic and Romance languages. Improperly placed stress can cause misunderstanding. Stress placement may also indicate grammatical function by changing a word's part of speech. The document then outlines rules for stress placement in two-syllable words, compounds, prefixes, suffixes, and noun/verb homographs. It concludes with teaching ideas like exercises contrasting stress patterns in words.
The document provides rules and guidelines for English spelling, including:
- The "i before e" rule, with some exceptions
- Changing a final "y" to "i" when adding an ending, except when ending in "-ing" or preceded by a vowel
- Dropping a silent "e" when adding an ending starting with a vowel, keeping it for endings starting with consonants, unless preceded by a vowel
- Forming plurals by adding "-s" or "-es", changing "-y" to "-i" and adding "-es" for words ending in consonant+"-y"
This document discusses word stress and sentence stress in English. It explains that in words with more than one syllable, one syllable is more prominent and receives more stress than the others. It provides examples of words and which syllable receives primary and sometimes secondary stress. It also discusses how stress patterns can change meaning, such as in verbs versus nouns. Additionally, it covers how stress works in compounds and sentences, with content words usually receiving more stress than grammatical words. Regular rhythm and intonation are also important aspects of pronunciation.
Stress refers to the emphasis or prominence given to certain syllables in a word. In English, stressed syllables are louder, higher-pitched, and longer than unstressed syllables. The location and degree of stress can influence the meaning of words and is an important part of pronunciation. Rules for determining stress are complex and often irregular, so it is best learned through listening practice.
Adverbs -Definition, types, common postions and frequent usesArleyJaimesroa
Definition, types, common postions and frequent uses of adverbs in the English Language - Based on the explanation provided by cutting edge - third edition advanced.
This document discusses suffixes and their uses. It defines a suffix as a word part added to the end of a word to modify its meaning or usage. It provides examples of common suffixes that can change words from nouns to adjectives or verbs to other parts of speech. The document emphasizes that understanding suffixes can help students learn new vocabulary by analyzing unfamiliar words. It includes activities for students to practice identifying and applying suffixes. Understanding suffixes is important for building vocabulary and language skills.
This document discusses word morphology and how words can be made longer by adding affixes. It provides the word "pseudoantidisestablishmentarianism" as an example of a word with many morphemes. The document then explains the structure of words, noting that words can have no more than one prefix, one inflectional suffix, and multiple derivational suffixes. It also discusses the differences between derivation, where new words are formed by adding affixes to bases or roots, and inflection, where affixes are added to change a word's form based on grammar rules. Finally, it introduces the concept of analyzing words into their immediate constituents.
UGC Sponsored Online Course on ACADEMIC WRITING
The document provides an overview of the key topics covered in the UGC sponsored online course on academic writing, including phonetics, organs of speech, consonants, vowels, and diphthongs. It describes the production of speech sounds using the air-stream mechanism and the three systems involved - respiratory, phonatory, and articulatory. Feedback on the course praises its organization and explanation of content to help strengthen writing skills.
This document discusses word stress in English. It explains that most words with more than one syllable have one syllable that is stressed, making it longer and louder than the other syllables. This stressed syllable plays an important role in pronouncing words correctly. The document provides examples of words with different stress patterns and discusses rules for determining stress in words based on their part of speech, suffixes, and whether they are compound words. It emphasizes that word stress is an important part of pronunciation in English and that stressing the wrong syllable can change a word's meaning or make it difficult to understand.
This document discusses several aspects of connected speech in English, including:
- Weak forms being pronounced more quickly and at a lower volume than stressed syllables.
- Assimilation processes like alveolar consonants becoming velar before velar consonants.
- Elision of consonants like /t/ and /d/ in consonant clusters.
- Linking processes that occur between words like intrusive /r/ and linking vowels with /j/ or /w/ to smooth transitions.
Intonation refers to the rise and fall patterns of pitch in speech that convey meaning. Intonation serves grammatical functions like distinguishing statements from questions, as well as attitudinal functions by expressing emotions. It also aids discourse by focusing listener attention and regulating conversation. To teach intonation, one must understand tone units, pitch patterns like falling tones used in statements, and how intonation conveys new versus given information through referring and proclaiming tones.
This document discusses punctuation marks used in the English language. It provides details on 14 common punctuation marks including periods, question marks, quotation marks, apostrophes, commas, hyphens, dashes, exclamation points, colons, semicolons, parentheses, brackets, ellipses, and slashes. For each punctuation mark, it explains the rules for use and provides examples to illustrate proper usage.
The document discusses different conjunctions and how they are used to connect words, phrases, and clauses. It provides examples of using conjunctions like "and", "but", and "or" to join words, phrases, and independent clauses that are of equal value. It also distinguishes conjunctions that show addition ("and") from those that show contrast or limitation ("but", "yet").
Tenses are verb forms that indicate time and can be divided into three main categories: present, past, and future. Each tense has four aspects - indefinite, continuous, perfect, and perfect continuous - that provide additional information about the completeness or continuity of the action. The document then proceeds to define each tense form through examples of affirmative, negative, and interrogative sentences.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
The document discusses collocations, or words that frequently occur together. It provides examples of verbs that collocate with certain nouns, such as "perform an operation" but not "perform a discussion". Adjectives are also discussed, such as "high probability" but not "high chance". Finally, it discusses adverb and adjective combinations like "terribly sorry" and "highly unlikely".
This document provides guidance on commonly misspelled words and spelling rules in English. It covers topics such as:
1. Rules for "ie" vs "ei" and adding suffixes like "-ed" and "-ing" depending on vowel sounds and syllable structure.
2. Forming plurals of nouns and adding suffixes to verbs and adjectives while following conventions like dropping silent letters.
3. Exceptions to typical spelling patterns involving suffixes, consonant doubling, and retaining or dropping final letters.
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
This document discusses subject complements and provides examples of sentences containing subject complements. Subject complements are words that describe the subject of a sentence and follow a linking verb. Linking verbs include forms of "to be" as well as verbs like taste, smell, sound, feel, seem, look, appear, grow, remain, and become. Examples of sentences with subject complements include "The boy is funny" and "The lemon tastes sour."
The document discusses various spelling rules and concepts in English, including:
- Short and long vowel rules
- The silent e rule which makes vowels long
- Homonyms, homophones, and contractions
- Exceptions to common spelling patterns
- Doubling consonants and changing y to i in certain contexts
- Assimilation patterns involving palatalization and changing stops to continuants.
Overall the document provides an overview of spelling conventions in English and exceptions to common rules.
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
Basic sentence patterns and traditional classification of sentences surigaoJohn Paul George Cardenas
The document discusses basic sentence patterns and the traditional classification of sentences. It defines seven basic sentence patterns using different grammatical structures. Sentences can be classified as simple, compound, complex, or compound-complex depending on whether they contain one or more independent and/or dependent clauses. Compound sentences contain two or more independent clauses joined by coordinating conjunctions. Complex sentences have one independent clause and one or more dependent clauses. Compound-complex sentences contain both independent and dependent clauses.
This document defines and provides examples of four types of phrases: prepositional phrases, participial phrases, infinitive phrases, and gerund phrases. Prepositional phrases begin with a preposition and include the object of the preposition. Participial phrases begin with a participle and include the object or other words connected to the participle. Infinitive phrases begin with "to" and a verb. Gerund phrases begin with a gerund and function as a noun. Examples are given for each type of phrase.
The document discusses various phonological processes that occur in connected speech such as assimilation, elision, vowel reduction, strong and weak forms, liaison, and juncture. It provides examples of how sounds within and between words change compared to their citation forms when words are spoken together in natural speech. Key processes include consonants assimilating to neighboring sounds, unstressed vowels being reduced, functional words having strong and weak pronunciations, intrusive consonants added between words, and phonetic cues marking word boundaries. The document is aimed at explaining the systematic ways pronunciation is modified in fast, casual speech compared to careful pronunciation of isolated words.
This document defines and provides examples of morphemes, which are the smallest units of meaning in a language. It distinguishes between bound morphemes, which cannot stand alone as words and are attached to free morphemes, and free morphemes, which can stand alone as words. Examples of bound morphemes include prefixes, suffixes, and inflectional endings. The document also categorizes and provides many examples of different types of prefixes and suffixes, as well as inflectional suffixes and how they change the grammatical function of words.
The document discusses intonation in language and its importance for communication. It defines key terms like tone, pitch, tone languages, stress. Tone units have components like the tonic syllable, head, pre-head and tail. English is not a tonal language but uses intonation patterns like falling, rising, falling-rising tones to convey meanings and attitudes. Analyzing intonation patterns is important for learning a new language though rules alone cannot replace learning from native speakers.
The document defines and provides examples of adjective phrases in both English and Arabic. It explains that an adjective phrase is a group of words that modify or describe a noun, and can be placed before or after the noun. Examples are given such as "the very beautiful woman" and "the dog that is acting very angry". The document also discusses how Arabic adjectives follow the nouns they modify and provides examples of forming feminine adjective forms from masculine forms.
This document discusses intonation in language and provides examples of how intonation can change the meaning of what is said. It notes that intonation exists in all languages and is used to indicate emotional meaning and the feelings of the speaker. It emphasizes that awareness of intonation aids communication and that wrong intonation can cause misunderstandings. The document then provides various exercises and examples to demonstrate how intonation works in practice.
Stress refers to prominence given to certain syllables or words in speech. In English, nouns, verbs, adjectives and adverbs are typically stressed, while pronouns, prepositions and conjunctions are not. There are three types of stress: primary, secondary, and tertiary. Stress patterns can help distinguish words in exams. Rules for stress placement depend on a word's endings, like stressing the first syllable of words ending in "-ate" if they have three or more syllables. Emphatic stress is used to draw attention to important information by changing pitch.
The document discusses stress in English pronunciation and its importance for effective communication. It defines stress as prominence given to certain syllables in a word. Stressed syllables are louder, longer, higher in pitch, and have a different vowel quality than unstressed syllables. Stress patterns vary between one, two, three, or more syllable words, and can indicate differences in meaning. Mastering stress placement is important for intelligible English speech.
This document discusses word stress in English. It explains that most words with more than one syllable have one syllable that is stressed, making it longer and louder than the other syllables. This stressed syllable plays an important role in pronouncing words correctly. The document provides examples of words with different stress patterns and discusses rules for determining stress in words based on their part of speech, suffixes, and whether they are compound words. It emphasizes that word stress is an important part of pronunciation in English and that stressing the wrong syllable can change a word's meaning or make it difficult to understand.
This document discusses several aspects of connected speech in English, including:
- Weak forms being pronounced more quickly and at a lower volume than stressed syllables.
- Assimilation processes like alveolar consonants becoming velar before velar consonants.
- Elision of consonants like /t/ and /d/ in consonant clusters.
- Linking processes that occur between words like intrusive /r/ and linking vowels with /j/ or /w/ to smooth transitions.
Intonation refers to the rise and fall patterns of pitch in speech that convey meaning. Intonation serves grammatical functions like distinguishing statements from questions, as well as attitudinal functions by expressing emotions. It also aids discourse by focusing listener attention and regulating conversation. To teach intonation, one must understand tone units, pitch patterns like falling tones used in statements, and how intonation conveys new versus given information through referring and proclaiming tones.
This document discusses punctuation marks used in the English language. It provides details on 14 common punctuation marks including periods, question marks, quotation marks, apostrophes, commas, hyphens, dashes, exclamation points, colons, semicolons, parentheses, brackets, ellipses, and slashes. For each punctuation mark, it explains the rules for use and provides examples to illustrate proper usage.
The document discusses different conjunctions and how they are used to connect words, phrases, and clauses. It provides examples of using conjunctions like "and", "but", and "or" to join words, phrases, and independent clauses that are of equal value. It also distinguishes conjunctions that show addition ("and") from those that show contrast or limitation ("but", "yet").
Tenses are verb forms that indicate time and can be divided into three main categories: present, past, and future. Each tense has four aspects - indefinite, continuous, perfect, and perfect continuous - that provide additional information about the completeness or continuity of the action. The document then proceeds to define each tense form through examples of affirmative, negative, and interrogative sentences.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
The document discusses collocations, or words that frequently occur together. It provides examples of verbs that collocate with certain nouns, such as "perform an operation" but not "perform a discussion". Adjectives are also discussed, such as "high probability" but not "high chance". Finally, it discusses adverb and adjective combinations like "terribly sorry" and "highly unlikely".
This document provides guidance on commonly misspelled words and spelling rules in English. It covers topics such as:
1. Rules for "ie" vs "ei" and adding suffixes like "-ed" and "-ing" depending on vowel sounds and syllable structure.
2. Forming plurals of nouns and adding suffixes to verbs and adjectives while following conventions like dropping silent letters.
3. Exceptions to typical spelling patterns involving suffixes, consonant doubling, and retaining or dropping final letters.
This document discusses syllables and syllable stress in words. It defines a syllable as the sound of a vowel created when pronouncing letters like A, E, I, O, U, and their combinations. Words can have one syllable (monosyllabic) or multiple syllables (polysyllabic). All multisyllabic words have one syllable that is stressed, making it longer, higher in pitch, and louder. The document provides examples of syllable breakdowns and stressed syllables in words. It also outlines general rules for determining stress patterns based on a word's ending, like stressing the penultimate or ante-penultimate syllable. The importance of accurate syllable stress for fluent English is emphasized
This document discusses subject complements and provides examples of sentences containing subject complements. Subject complements are words that describe the subject of a sentence and follow a linking verb. Linking verbs include forms of "to be" as well as verbs like taste, smell, sound, feel, seem, look, appear, grow, remain, and become. Examples of sentences with subject complements include "The boy is funny" and "The lemon tastes sour."
The document discusses various spelling rules and concepts in English, including:
- Short and long vowel rules
- The silent e rule which makes vowels long
- Homonyms, homophones, and contractions
- Exceptions to common spelling patterns
- Doubling consonants and changing y to i in certain contexts
- Assimilation patterns involving palatalization and changing stops to continuants.
Overall the document provides an overview of spelling conventions in English and exceptions to common rules.
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
Basic sentence patterns and traditional classification of sentences surigaoJohn Paul George Cardenas
The document discusses basic sentence patterns and the traditional classification of sentences. It defines seven basic sentence patterns using different grammatical structures. Sentences can be classified as simple, compound, complex, or compound-complex depending on whether they contain one or more independent and/or dependent clauses. Compound sentences contain two or more independent clauses joined by coordinating conjunctions. Complex sentences have one independent clause and one or more dependent clauses. Compound-complex sentences contain both independent and dependent clauses.
This document defines and provides examples of four types of phrases: prepositional phrases, participial phrases, infinitive phrases, and gerund phrases. Prepositional phrases begin with a preposition and include the object of the preposition. Participial phrases begin with a participle and include the object or other words connected to the participle. Infinitive phrases begin with "to" and a verb. Gerund phrases begin with a gerund and function as a noun. Examples are given for each type of phrase.
The document discusses various phonological processes that occur in connected speech such as assimilation, elision, vowel reduction, strong and weak forms, liaison, and juncture. It provides examples of how sounds within and between words change compared to their citation forms when words are spoken together in natural speech. Key processes include consonants assimilating to neighboring sounds, unstressed vowels being reduced, functional words having strong and weak pronunciations, intrusive consonants added between words, and phonetic cues marking word boundaries. The document is aimed at explaining the systematic ways pronunciation is modified in fast, casual speech compared to careful pronunciation of isolated words.
This document defines and provides examples of morphemes, which are the smallest units of meaning in a language. It distinguishes between bound morphemes, which cannot stand alone as words and are attached to free morphemes, and free morphemes, which can stand alone as words. Examples of bound morphemes include prefixes, suffixes, and inflectional endings. The document also categorizes and provides many examples of different types of prefixes and suffixes, as well as inflectional suffixes and how they change the grammatical function of words.
The document discusses intonation in language and its importance for communication. It defines key terms like tone, pitch, tone languages, stress. Tone units have components like the tonic syllable, head, pre-head and tail. English is not a tonal language but uses intonation patterns like falling, rising, falling-rising tones to convey meanings and attitudes. Analyzing intonation patterns is important for learning a new language though rules alone cannot replace learning from native speakers.
The document defines and provides examples of adjective phrases in both English and Arabic. It explains that an adjective phrase is a group of words that modify or describe a noun, and can be placed before or after the noun. Examples are given such as "the very beautiful woman" and "the dog that is acting very angry". The document also discusses how Arabic adjectives follow the nouns they modify and provides examples of forming feminine adjective forms from masculine forms.
This document discusses intonation in language and provides examples of how intonation can change the meaning of what is said. It notes that intonation exists in all languages and is used to indicate emotional meaning and the feelings of the speaker. It emphasizes that awareness of intonation aids communication and that wrong intonation can cause misunderstandings. The document then provides various exercises and examples to demonstrate how intonation works in practice.
Stress refers to prominence given to certain syllables or words in speech. In English, nouns, verbs, adjectives and adverbs are typically stressed, while pronouns, prepositions and conjunctions are not. There are three types of stress: primary, secondary, and tertiary. Stress patterns can help distinguish words in exams. Rules for stress placement depend on a word's endings, like stressing the first syllable of words ending in "-ate" if they have three or more syllables. Emphatic stress is used to draw attention to important information by changing pitch.
The document discusses stress in English pronunciation and its importance for effective communication. It defines stress as prominence given to certain syllables in a word. Stressed syllables are louder, longer, higher in pitch, and have a different vowel quality than unstressed syllables. Stress patterns vary between one, two, three, or more syllable words, and can indicate differences in meaning. Mastering stress placement is important for intelligible English speech.
1. Stress is an important feature of English pronunciation and refers to the prominence given to certain syllables in a word. A stressed syllable is marked with an apostrophe before it in transcription.
2. Factors that make a syllable stressed include loudness, length, pitch, and vowel quality. There are two main types of stress - word stress and sentence stress.
3. Content words like verbs, nouns, adjectives, and adverbs are usually stressed, while function words like articles, prepositions, and conjunctions are usually unstressed.
Role Of Stress To Become A Powerful CommunicatorDr. Cupid Lucid
Stress is an important feature of English pronunciation. A stressed syllable is denoted by a vertical line before it in transcription. Factors that make a syllable prominent include loudness, length, pitch, and vowel quality. There are two main types of stress: word stress and sentence stress. Function words like articles, prepositions and helping verbs are typically unstressed, while content words like nouns, verbs, adjectives and adverbs are stressed. Learning rules of stress placement is important for becoming a powerful English communicator.
This document provides an overview of word and sentence stress and intonation patterns in English. It discusses where stress typically falls in words with different numbers of syllables, such as one-syllable words usually being stressed on the vowel, two-syllable nouns on the first syllable, and three-syllable words often having primary stress on the first syllable and secondary stress on the last. It also covers how stress can shift in derivatives and compounds. The document concludes by discussing intonation patterns that convey meaning, mood, and personality.
Stress is an important feature of English pronunciation and placement of stress affects meaning. The document discusses the definition of stress, factors that make a syllable prominent, types of stress including word and sentence stress, rules for stress placement in words with different numbers of syllables, and strong vs. weak syllables. Mastering English stress patterns is important for effective communication and becoming a powerful English speaker.
1) Stress is an important feature of English pronunciation and placement of stress affects meaning.
2) Stressed syllables are louder, longer, higher in pitch, and have a different vowel quality than unstressed syllables.
3) Words can have primary stress on the first, second, third, or other syllable depending on the word. Prefixes and suffixes sometimes affect stress placement.
The document discusses word stress and its importance in achieving smooth oral communication. It explains that stress is the emphasis given to certain syllables in a word and is usually denoted with an apostrophe. The primary stress is always present in a word and determines its correct pronunciation. Words can have different meanings depending on which syllable receives the primary stress. The document provides several rules for determining stress patterns in words of different lengths and with prefixes, suffixes, or as parts of compounds. Mastering word stress helps ensure clear communication through proper pronunciation.
portal.guldu.uz-STUDY OF ENGLISH STRESS AND INTONATION.pptMonsefJraid
This document provides information about stress and intonation in English linguistics. It discusses syllables, prominence, the realization of stress through loudness, length and pitch. It describes different types of stress like primary, secondary, tertiary and quaternary stress. It also discusses word stress, stress in two-word expressions, stress notation, rules of word stress, and stress placement. The document then covers intonation contours in English including falls, rises, fall-rises. It describes tones like falling tone, low-rise tone, and high-rise tone. Finally, it discusses the use of intonation in statements, questions, exclamations and requests.
portal.guldu.uz-STUDY OF ENGLISH STRESS AND INTONATION (1).pptMonsefJraid
This document provides an overview of stress and intonation in English linguistics. It discusses key concepts like syllables, prominence, stress realization, types of stress including emphatic, contrastive, tonic and new information stress. It also covers topics like stress placement, degrees of stress, timing and notation of stress patterns. The document aims to explain stress as it relates to syllables, prominence, acoustic properties, meaning differences and common stress patterns in English.
The document discusses English supra-segmental phonemes, specifically stress. It defines stress as certain syllables being more prominent than others in many languages. It describes degrees of stress and how stressed syllables are louder, higher in pitch, and longer in duration than unstressed syllables. It also discusses word stress and how the placement of stress is sometimes unpredictable in English words with multiple syllables.
The document discusses stress and pronunciation in English words. It explains that English words typically only have one stressed syllable, with unstressed syllables pronounced shorter and quieter. Unstressed vowels are often reduced to the schwa sound. There are some guidelines provided for determining stress patterns in words with different numbers of syllables, compound words, and words with certain suffixes. The document emphasizes the importance of stress for distinguishing word meanings and fluent speech.
The document discusses how to structure sentences for clarity and emphasis. It recommends ending sentences with difficult ideas, complex phrases, new or unfamiliar information, and complex terms. This allows the writer to begin with simpler terms and build momentum, placing emphasis on the most important information at the end. Various syntactic devices are described that can shift phrases or clauses toward the end of a sentence for emphasis, such as passive voice, there constructions, what-shifts, and it-shifts. Repeating words or using pronouns should be avoided at the end of sentences.
This document defines syllables and different types of syllables such as closed, vowel-consonant-e, open, vowel team, vowel-r, consonant-le, and leftovers. It also discusses types of words according to number of syllables like monosyllabic, disyllabic, trisyllabic, and polysyllabic words. Additionally, it covers topics like stress (emphatic, contrastive, tonic, new information, word, and sentence stress), patterns of stress in syllables (monosyllabic, disyllabic, and multi/polysyllabic words), and degrees of stress (primary, secondary, tertiary, and quatern
This document defines and provides examples for the 8 parts of speech in English: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. Nouns name people, places, things, and ideas. Pronouns replace nouns. Adjectives describe nouns. Verbs show actions and states of being. Adverbs describe verbs, adjectives, and other adverbs. Prepositions show location and time. Conjunctions join words and phrases. Interjections express emotions. Mastering the parts of speech is fundamental to grammar and effective communication.
The document discusses stress in English pronunciation. It states that stress is an important feature of English and that being proficient in different stress patterns is crucial for powerful communication. It then defines stress as the degree of force or prominence given to a syllable. There are two main types of stress: word stress, which shows which syllable in a word is stressed, and sentence stress, which indicates which words in a sentence receive emphasis. The document provides examples of word and sentence stress patterns and notes that certain suffixes and prefixes can affect a word's stress placement.
Wordstress rules (word stress pattern in english words)Arosek Padhi
This document provides information about word stress patterns in English words. It begins by defining a syllable as a word or part of a word containing a single vowel sound. It then gives examples of one, two, three, and four syllable words. The key points are:
- In English, one syllable receives primary stress and is pronounced louder than other syllables.
- Two syllable nouns and adjectives usually stress the first syllable, while verbs and prepositions usually stress the second.
- Three or more syllable words follow patterns where the stress falls on certain syllables depending on the word ending.
- There are also rules described for compound words, prefixes, proper nouns and other categories. Understanding
This document provides information about word stress patterns in English words. It explains that stress is placed on a specific syllable when pronouncing multi-syllabic words. Some key points covered include:
- A syllable contains a single vowel sound
- Words can have one, two, three or more syllables
- For two-syllable words, nouns/adjectives typically stress the first syllable, while verbs/prepositions stress the second
- Three+ syllable words follow patterns like stressing prefixes/suffixes or syllables from the end
- Dictionaries indicate stress placement with apostrophes
- Proper pronunciation relies on understanding and applying word stress rules
1. Context clues are hints about the meaning of an unknown word found within the text surrounding that word, such as synonyms, examples, contrasts, or inferences that can be drawn.
2. Common types of context clues include synonyms, examples, contrasts/antonyms, and inferences. Authors provide these clues to help readers understand unfamiliar words.
3. Understanding common word parts like prefixes, roots, and suffixes can also help readers determine the meaning of unknown words. Breaking words into recognizable word parts is a fast way to start understanding new vocabulary.
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Healing can occur in two ways: Regeneration and Repair
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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2. Stress is the extra muscular activityStress is the extra muscular activity
or force that is exerted on either theor force that is exerted on either the
syllable of a word or the entire word.syllable of a word or the entire word.
It is not every word of a sentence thatIt is not every word of a sentence that
is stressed in the English language.is stressed in the English language.
Those words or syllables of a wordThose words or syllables of a word
that are stressed are usually morethat are stressed are usually more
prominent than others. Generally,prominent than others. Generally,
nounsnouns,, verbsverbs,, adjectivesadjectives,, adverbsadverbs,,
andand relative pronounsrelative pronouns are stressed inare stressed in
a sentence.a sentence. Personal pronounsPersonal pronouns
conjunctionsconjunctions,, prepositionsprepositions, and, and
articlesarticles on the other hand are noton the other hand are not
3. It should be noted that, when we stressIt should be noted that, when we stress
the syllable of a word, or the entire wordthe syllable of a word, or the entire word
we perceived that the syllable or the wordwe perceived that the syllable or the word
is louder and longer compared to theis louder and longer compared to the
unstressed word or syllable around it.unstressed word or syllable around it.
There are three different types of stress inThere are three different types of stress in
English which can be assigned to eitherEnglish which can be assigned to either
disyllabic or multisyllabic words.disyllabic or multisyllabic words.
1.1. PRIMARY OR NUCLEAR STRESS.PRIMARY OR NUCLEAR STRESS.
This is marked by a high upright lineThis is marked by a high upright line
placed on the syllable that is consideredplaced on the syllable that is considered
louder and longer than the others.louder and longer than the others.
4. 2.2. SECONDARY STRESSSECONDARY STRESS ..
This is marked by a low upright lineThis is marked by a low upright line
on the next syllable that we consideron the next syllable that we consider
loud and long but not as loud andloud and long but not as loud and
long as the one that attracts thelong as the one that attracts the
primary stress.primary stress.
3.3. TERTIARY STRESSTERTIARY STRESS..
This is assigned to less prominentThis is assigned to less prominent
syllables or words.syllables or words.
5. EXAMPLE.EXAMPLE.
ee^^coconono’’micmic
rere^^sponsisponsi’’bilitybility
In the two words above, the secondaryIn the two words above, the secondary
stress comes in the first syllable, while thestress comes in the first syllable, while the
primary or main stress for economic comesprimary or main stress for economic comes
in the third syllable from the left. That ofin the third syllable from the left. That of
responsibility comes in the third syllableresponsibility comes in the third syllable
from the right. We indicate the syllable thatfrom the right. We indicate the syllable that
is stressed in a word by either using a highis stressed in a word by either using a high
upright line, an asterisk or writing theupright line, an asterisk or writing the
syllable in capital letters as indicated insyllable in capital letters as indicated in
the examples above. E.g. ma’ster (n),the examples above. E.g. ma’ster (n),
*master MAS-ter.*master MAS-ter.
6.
7. We have different methods of stressWe have different methods of stress
assignment on disyllabic and multisyllabicassignment on disyllabic and multisyllabic
words. Generally, disyllabic nouns arewords. Generally, disyllabic nouns are
stressed on the first syllable whilestressed on the first syllable while
disyllabic verbs are stressed on the lastdisyllabic verbs are stressed on the last
syllable.syllable.
e.g.e.g.
DisyllableDisyllable nounsnouns DisyllableDisyllable verbsverbs
ma’sma’ster atter at tete’’ndnd
tea’tea’chercher bebelielie’’veve
prea’prea’chercher reretiti’’rere
crea’crea’tortor reretutu’’rnrn
pai’npai’nterter aabubu’’sese
pra’pra’yeryer bebeha’veha’ve
8. mi’smi’stake altake al lolo’’ww
ba’ba’byby enensusu’’rere
wri’wri’terter atattaitai’’nn
a’na’ngelgel dedeceicei’’veve..
In public examinations such as NAE, theIn public examinations such as NAE, the
candidate is given four words three ofcandidate is given four words three of
which have the same stress pattern whilewhich have the same stress pattern while
the last one is stressed differently. Thethe last one is stressed differently. The
candidate is expected to choose the optioncandidate is expected to choose the option
that has the word that has a different stressthat has the word that has a different stress
pattern. E.g.pattern. E.g.
A. mistakeA. mistake
B. attendB. attend
C. forgiveC. forgive
D. invite.D. invite.
9. In the example above, options B, CIn the example above, options B, C
and D have the same stress patternand D have the same stress pattern
while option A is stressed differently.while option A is stressed differently.
option A is, therefore, the correctoption A is, therefore, the correct
answer.answer.
Note that disyllabic adjectivesNote that disyllabic adjectives
and adverbs may be stressed eitherand adverbs may be stressed either
at the first or last syllable. A goodat the first or last syllable. A good
rule of thumb therefore is that whenrule of thumb therefore is that when
we pronounce a word the syllable onwe pronounce a word the syllable on
which our pitch is the highest andwhich our pitch is the highest and
longest bears the stress.longest bears the stress.
10. The following are some disyllabic wordsThe following are some disyllabic words
and their stress patterns.and their stress patterns.
Word Correct stressWord Correct stress
advocateadvocate ADADvocatevocate
bargainbargain BARBARgaingain
canoecanoe cacaNOENOE
challengechallenge CHALCHALlengelenge
colleaguecolleague COLCOLleagueleague
despitedespite desdesPITEPITE
eliteelite eeLITELITE
success sucsuccess suc CESSCESS
genuinegenuine GENGENuineuine
interpret ininterpret in TERTERpretpret
12. Stress patterns of multisyllabic wordsStress patterns of multisyllabic words ..
Multisyllabic words may be stressed on anyMultisyllabic words may be stressed on any
syllable. In public examinations, thesyllable. In public examinations, the
candidate is given a word and differentcandidate is given a word and different
options A to D. The syllable that is stressedoptions A to D. The syllable that is stressed
is capitalised. We are expected to chooseis capitalised. We are expected to choose
the option that has the appropriate stress.the option that has the appropriate stress.
E.g.E.g.
1. autocratic1. autocratic
A. AU-to-cra-ticA. AU-to-cra-tic
B. au-TO-cra-ticB. au-TO-cra-tic
C. au-to-CRA-ticC. au-to-CRA-tic
D. au-to-cra-TICD. au-to-cra-TIC
13. In the example above, the correctIn the example above, the correct
answer is C because it is the secondanswer is C because it is the second
syllable from the end that is stressed.syllable from the end that is stressed.
The following are rules governingThe following are rules governing
the stress patterns of multisyllabicthe stress patterns of multisyllabic
words.words.
15. We shall consider some simple rulesWe shall consider some simple rules
for stress placement based on wordfor stress placement based on word
endings (suffixes).endings (suffixes).
‘‘ateate’ stress the first syllable if the’ stress the first syllable if the
word has three or more syllables.word has three or more syllables.
Example:Example:
CALCALculateculate CASCAStigatetigate
ALALtenatetenate
DEMDEMonstrateonstrate MAMAgistrategistrate
PROPROmulgatemulgate
FORFORtunatetunate MOMOtivatetivate
CONCONfiscatefiscate
PENPENetrateetrate OPOPerateerate
16. ‘‘--icic’ stress the second syllable from the end’ stress the second syllable from the end
if a word has three or four syllables.if a word has three or four syllables.
Example:Example:
idioidioMAMATTicic ecoecoNONOmicmic optioptiMISMIStictic
dradraMAMAtictic inorinorGAGAnicnic humanhumanISIStictic
ememPHAPHAtic histic hisTOTORRicic phophoNETNETicsics
‘‘--calcal’ stress the third syllable from the end if’ stress the third syllable from the end if
the word has four or five syllables.the word has four or five syllables.
Example:Example:
demodemoCRACRAtical geotical geoMETMETrical rerical reCIPCIProcalrocal
ecoecoNOMNOMicalical hishisTORTORicalical memeTHODTHODicalical
photophotoGRAPGRAPHHical poical poLITLITical ilical ilLOLOgicalgical
17. ‘‘--ureure’ stress the second syllable from the’ stress the second syllable from the
end if the word has three or four syllables.end if the word has three or four syllables.
Example:Example:
adadMIXMIXtureture conconJECJECtureture
adadVENVENtureture dedeBENBENtureture
‘‘--ionion’ stress the second syllable from the end’ stress the second syllable from the end
if the word has four or five syllables.if the word has four or five syllables.
Example:Example:
satissatisFACFACtiontion exeexeCUCUtiontion elimielimiNANAtiontion
18. ‘‘--ationation’ stress the second syllable from’ stress the second syllable from
the end.the end.
Example:Example:
adminisadminisTRATRAtion privatition privati ZAZAtiontion
confedeconfedeRARAtion considetion conside RARAtiontion
co-opeco-opeRARAtion organition organi ZAZAtiontion
‘‘--ismism’ Stress the first syllable (’ Stress the first syllable ( initialinitial
stressstress))
PATPATrotismrotism NANAtionalismtionalism RARAtionismtionism
ORORganismganism MECHMECHanismanism
COMmunism
19. ‘‘--ableable’ stress the first syllable from’ stress the first syllable from
the beginning if the word has four orthe beginning if the word has four or
five syllables.five syllables.
Example:Example:
COMCOMfortablefortable EXEEXEcutablecutable
FAFAvourablevourable
HOHOnourablenourable REAREAsonablesonable
CRECREditableditable
20. EMPHATIC STRESSEMPHATIC STRESS ..
Emphatic or shifting stress is usedEmphatic or shifting stress is used
by the speaker to show the importanceby the speaker to show the importance
or significance of a unit of informationor significance of a unit of information
in an utterance. Emphasis is focusedin an utterance. Emphasis is focused
on the most important element theon the most important element the
speaker wishes to draw attention tospeaker wishes to draw attention to
and it is achieved through the degreeand it is achieved through the degree
of intensity (pitch change) given to theof intensity (pitch change) given to the
particular word.particular word.
21. In public examinations, we are given fourIn public examinations, we are given four
options lettered A to D. The word thatoptions lettered A to D. The word that
bears the emphatic stress is capitalised.bears the emphatic stress is capitalised.
The candidate is expected to choose theThe candidate is expected to choose the
option that contrasts the word that isoption that contrasts the word that is
capitalised in the sentence.capitalised in the sentence.
e.g.e.g.
1. The teacher1. The teacher SOLDSOLD a book to him?a book to him?
A. Did the teacher sell a book to him?A. Did the teacher sell a book to him?
B. Did the teacher borrow a book fromB. Did the teacher borrow a book from
him?him?
C. Did the teacher buy a book from him?C. Did the teacher buy a book from him?
D. Did the teacher loan a book to him?D. Did the teacher loan a book to him?
22. The correct answer is ‘C’ becauseThe correct answer is ‘C’ because
‘‘buybuy’ is the only word that contrast’ is the only word that contrast
‘sold’.‘sold’.