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    S6 TD Booklet 2 Exercises

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    tethanosjr
    This document provides a summary and exercises on phonetic concepts including weak and strong forms of words, tones, and word stress. It begins with a table summarizing weak and strong forms of common words. Following this are exercises for students to practice transcription, identifying stranded auxiliaries and prepositions, suggesting tones, and marking word stress. The exercises provide contextual sentences and dialogs for students to analyze.

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    S6 TD Booklet 2 Exercises

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    tethanosjr
    14 views9 pages
    This document provides a summary and exercises on phonetic concepts including weak and strong forms of words, tones, and word stress. It begins with a table summarizing weak and strong forms of common words. Following this are exercises for students to practice transcription, identifying stranded auxiliaries and prepositions, suggesting tones, and marking word stress. The exercises provide contextual sentences and dialogs for students to analyze.

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    S6_TD_BOOKLET_2_EXERCISES

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    This document provides a summary and exercises on phonetic concepts including weak and strong forms of words, tones, and word stress. It begins with a table summarizing weak and strong forms of common words. Following this are exercises for students to practice transcription, identifying stranded auxiliaries and prepositions, suggesting tones, and marking word stress. The exercises provide contextual sentences and dialogs for students to analyze.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    14 views9 pages

    S6 TD Booklet 2 Exercises

    Uploaded by

    tethanosjr
    This document provides a summary and exercises on phonetic concepts including weak and strong forms of words, tones, and word stress. It begins with a table summarizing weak and strong forms of common words. Following this are exercises for students to practice transcription, identifying stranded auxiliaries and prepositions, suggesting tones, and marking word stress. The exercises provide contextual sentences and dialogs for students to analyze.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 9

    Licence LLCER Anglais 2023-2024 S6 N.

    Mandon-Hunter
    Mineure Approfondissement Langue
    Matière 11110525 - TD Langue orale

    PHONETICS & PHONOLOGY

    Votre note de TD LANGUE ORALE sera la moyenne des notes obtenues comme suit :

    CONTRÔLE 1 date : ___________ Phonetics and Phonology exercises (Grammaire orale CM)

    CONTRÔLE 2 date : ____________ présentation orale1.

    = note LANGUE ORALE

    Il n’y a pas de 2ème session pour les matières évaluées en CC.

    Toute absence à un CC doit être justifiée dans les 8 jours suivant l’évaluation.

    This booklet contains :


    Summary of weak forms/strong forms (transcription)
    Revision exercises and questions based on work done in S5.

    Exercises on tones and on tonics.

    Transcription passages.

    1
    Voir TOPICS FOR DISCUSSION and INSPIRATIONAL QUOTATIONS In BOOKLET 1

    1
    WEAK FORMS / STRONG FORMS. SUMMARY OF FORMS.

    I. “BE” & AUXILIARIES III. PRONOUNS & POSSESSIVES

    WEAK FORM STRONG WEAK FORM STRONG


    FORM FORM
    am əm æm you ju/jə juː
    are ə(-r) ɑː(-r) he (h)i hiː
    be bi biː she ʃi ʃiː
    been bɪn biːn we wi wiː
    was wəz wɒz me mi miː
    were wə(-r) wɜː(-r) him (h)ɪm hɪm
    have (h)əv hæv her (h)ə(-r) hɜː (-r)
    has (h)əz hæz your jə(-r) jɔː (-r)
    had (h)əd hæd his (h)ɪz hɪz
    will wəl wɪl them ðəm ðem
    shall ʃəl ʃæl us əs ʌs
    can kən kæn there ðə(-r) ðeǝ(-r)
    would wəd wʊd who(m) (h)u(m) huː
    should ʃəd ʃʊd
    IV. CONJUNCTIONS
    could kəd kʊd
    must məst+V/ mʌst/mʌs WEAK FORM STRONG
    FORM
    məs+C
    and n/ən(d) ænd
    do du+V/də+C duː but bət bʌt
    does dəz dʌz or ə(-r) ɔː(-r)
    than ðən ðæn
    II. PREPOSITIONS that ðət ðæt

    WEAK FORM STRONG V. DETERMINERS


    FORM
    to/into (ˈɪn)tə+C/ (ˈɪn)tuː
    (ˈɪn)tu+V WEAK FORM STRONG
    FORM
    as əz æz the ðə+C/ði+V ðiː
    at ət æt a ə eɪ
    for fə(-r) fɔː (-r) an ən/n æn
    from frəm frɒm some səm/sm sʌm
    of əv ɒv any əni ˈeni
    C : consonant V : vowel Phonemes shown in brackets : check phonetic context.

    REVISION.
    2
    Answer the following questions in grammatically correct English :
    What guidelines could you give to a French learner of English with regard to the pronunciation of the
    following words? Explain and add other examples to illustrate your point.

    issue, video, religion

    honest, hour, huge

    come, love, discover

    told, both, only

    cinema, today, towards

    Provide examples of utterances corresponding to the stress patterns below :


    oOo

    ooO

    oo00

    OoOo

    OOoo

    3
    EXERCISE 1. WEAK/STRONG FORMS. Transcribe the utterances and explain the
    pronunciation of the words in bold face.

    1. She went outside, and there he was, the author she had written to.

    2. I do believe that most of those young tearaways may become good, law-abiding
    people.

    3. The awful thing is that for hours, we had been expecting him to call.

    4. Some of them are waiting for a train, others will take a taxi.

    5. There’s nothing more annoying than when you have to organise events alone.

    6. I would like to help you but I can’t. It’s true. I would if I could but I can’t.

    7. Why weren’t you sure where he came from?

    8. You should have asked where he was from.

    4
    EXERCISE 2. STRANDING OF AUXILIARIES/BE and/or PREPOSITIONS. Transcribe
    the utterances.
    1. I was thinking of hiring a boat of course.

    2. It wasn’t something I had heard of before.

    3. Whose house are you staying at tonight?

    4. We all know what this is leading to, right?

    5. I’ve never been to China but Jack has many times.

    6. If you can, leave a tip. You know you should really.

    7. Bill would prefer to go now and I would as well.

    8. They booked as soon as they could for fear of missing out.

    9. He wasn’t intending to help, though he might if you ask him to.

    10. There’s nothing to look forward to anymore.

    5
    EXERCISE 3. TONES. Suggest one or several tones for speaker B’s utterances and explain.
    Punctuation has been omitted. Some of the utterances under study may be considered as
    possible interrogatives.
    1. A : Do you remember that car we saw for sale in Newbury?
    B : Yes __________
    2. A : What time is it? What time do you think they will arrive?
    B: Half past four __________ Seven-ish __________
    3. A : You are half an hour late!
    B : Sorry __________
    A : I said you are half an hour late!
    B : Sorry _________
    4. A : Do you know why Jonathan left?
    B : No __________
    5. A : Do you know where he went?
    B : I know where he was thinking of going __________
    6. A : I saw Mark yesterday.
    B : Where __________
    A : He was at the barber’s.
    B: Where __________
    A : At the barber’s!
    B : How did he seem __________
    A : Quite well. He has been reinstated.
    B : What do you mean __________
    7. A : Nobody ever bothers to say hello to him.
    B : George does __________
    8. A : I can’t believe their house is up for sale.
    B : Apparently __________  they’re emigrating _________

    9. A : How do you like my cake ?


    B : Well it certainly looks good__________
    10. A : What did you think of the firework display?
    B : Amazing __________
    11. A : You will need to spend a day or two sorting it out.
    B : A week you mean __________
    12. A : Did you enjoy that horror film?
    B : Yes __________
    13. A : It wasn’t great
    B : No __________
    14. A : Those donuts look tasty.
    B : Would you like to try one __________
    15. A : Steve is seeing someone new.
    B : Who __________
    6
    EXERCISE 4. TONICS.

    Divide the following utterances into feet using slashes. Then underline the tonic
    syllable or nucleus.

    What’s the time? Where are you from?


    What time is it? Where do you come from?

    Take one. Sit down. Both of you.


    Take two. Sit down please.
    Take two of them. Sit down and talk it through.

    I haven’t really thought about it.

    In my opinion, it’s not worth worrying about.

    He will call us when he’s ready. I told him to call us if he needed to.

    I wonder if he’ll have his dog with him today. He usually has it on a lead.

    I gave him his bag and as he began to walk away, he looked back and smiled at me. It
    was as though he knew.

    They are demanding a refund. I knew they would. They won’t stop until they get one.

    Are you asking me to discuss it with him? I can’t stand even to look at him!

    7
    A : Hi! How are you?
    B : Great, thanks. How are you?
    A : Well, I’m better than I was.
    B : Why do you say that? Have you been ill?
    A : Ill? You can say that again!

    A : Would you like a coffee?


    B : I think I’ll have a cold drink.

    A : Are you scared of spiders?


    B : All insects are scary.

    A : There’s no reason for it.


    B : There is! Of course there is! There has to be! There’s a reason for everything.

    A : We could invite the neighbours.


    B : The house just isn’t big enough.

    A : (Monday morning). Did you do anything nice over the weekend?


    B : No, but we’ve got a party to go to next Saturday.

    A : (At dinner). You’ve hardly touched your food.


    B : I’ve got a lot on my mind at the moment.

    A : At least Jack is here.


    B : Yes, but I don’t know where the rest of them are.

    8
    9

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