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Direct address




RHYTHM

1. Intonation is a complex unity of speech melody (variations of pitch produced by the voice moving up or down), sentence stress (greater prominence given to some words in a sentence), voice quality (a special emotional colouring of the voice), rhythm (alteration of stressed and unstressed syllables) and tempo (the speed with which sentences or their parts are uttered).

 

2. Rhythm in English is based on the alteration of strongly and weakly stressed syllables. The important feature is that stressed syllables occur at fairly equal intervals. The unstressed syllables between stressed ones have to be fitted in. the more unstressed syllables there are between the stressed ones, the more weakly and rapidly they are pronounced.

 

e.g. The students are interested in improving their speech rhythm.

 

Words with double stress may lose one of their stresses due to the rhythm.

 

e.g. ' number seven' teen

'seventeen ' students

 

Some notional parts of speech, which are normally stressed, may lose their stress under the influence of rhythm.

e.g. 'How 'many do you need?

' How many 'rooms do you need?

A stressed syllable together with the preceding or following unstressed syllables forms a rhythmic group; each rhythmic group takes approximately the same time to pronounce.

 

 

Do the following exercises:

Practise reading the following phrases. Each time the number of unstressed syllables between the two stressed ones will be different. Make sure you can fit the unstressed syllables in to say the phrases rhythmically.

 

A.

1. Try again.

Hurry up.

Where’s your hat?

I want to know.

It’s quite all right.

It doesn’t matter.

 

2. I wanted to know.

Send me a card.

What have you done?

I’ve finished my lunch.

It’s very unfair.

I’m glad you have come.

 

3. I think it’ll be fine.

I didn’t know the way.

I wanted you to write about it.

It’s not the one I borrowed.

You’re wanted on the phone.

The children are in bed.

 

4. Walking along the road.

Why didn’t you run away?

Multiply it by three.

What’s the name of the book?

Coming back home again?

Remember what I told you.

 

B.

Children love toys.

Children play with toys.

The children will play with toys.

The children will play with some toys.

The children will play with some new toys.

The children are playing with some new toys.

The children will be playing with some new toys.

 

C. Break the sentences below into rhythmic groups. Practise reading the sentences.

The session’s nearly over.

What’s the name of the actor?

Robert is taller than Allan.

The inflation may lead to a depression.

I can give you the answer in a minute.

I’ll repeat the suggestion as I heard it.

You can see it in a moment that he needs it.

When the cat’s away, the mice will play.

As you surely know, it’s time for lunch.

Since he seems surprised, you’d better speak.

I’ll help you with your hair when you are ready for it.

I think he would be shocked if you asked him for it.

I never would have thought you would give it to me.

 

 

Exercise 6

 

Choose a word from the box on the left which rhymes with the words on the right. Fill in the gaps in each sentences with a suitable rhyming pair. Listen and check your answers. Practise saying the sentences with the correct rhythm.

 

a. rhyme b. half c. write d. sword e. knee f. wreck g. limb h. know     i. who j. plant k. rustle l. funny m. farm n. bet o. smile p. diet     climb gnawed muscle knight money aunt through quiet   debt though laugh psalm hymn cheque quay aisle  

 

a. The dragon _________ St. George’s ________.

b. I gave my __________ a lovely ____________.

c. He signed a _________ to buy the __________.

d. If you’re in _________, you shouldn’t _______.

e. The bridegroom’s ________ shone down the __________.

f. We’ll never _________ who wrote it, ___________.

g. I strained each _________ to sing the __________.

h. Please put me _________ to you-know-________.

 

 

Exercise 7

 

Listen to the poem and mark the stress. Note that when you read it aloud some syllables are ‘heavier’ than others. The unstressed syllables have to be ‘squashed in’ between the stressed. Listen to the first verse again and clap the rhythm with the tape, then practise reading the whole poem aloud.

 

FUTURE INTENTIONS

 

In June this year I’ll finish school,

And the summer’s getting near/

My classmates all know what they want to do,

But I haven’t got any idea.

 

Pippa’s going to ravel round the world.

Hannah’s going to stay at home.

Peter’s going to join a punk rock band.

And Richard’s going to teach in Rome.

 

Amanda’s going to move to Hollywood

Where she hopes to become a star.

Frank’s going to pass his driving test

And then he’s going to buy himself a car.

 

Paula’s going to study up at Cambridge.

And Roger’s going to learn how to cook.

Emma’s going to have a lot of babies,

And Sarah’s going to write a book.

 

Steven’s going to be a scientist

And try to help the human race.

Helen’s going to be in the Olympic team

And finish in the long jump in first place.

 

Ian’s going to be a millionaire.

And Anna’s going to help the poor.

But I still don’t know what I want to do,

So I’ll sit here and I’ll think some more.

 

 

Exercise 8

 

Sort out the following lines to make two separate poems: “Superman” and “Cinderella”. Listen and check your answers. Practise reading the two poems, make sure you do it rhythmically.

 

Don’t be sorry.

Here in this parcel, so

Hello there, Superman.

With my magic

Are you crying Cinderella?

I’ve got a telegram.

You will make it to the dance.

Wishing you happy Returns of the day!

Now you’re defenseless, and can’t run away

And your pumpkin

And there is some kryptonite

Here’s your chance:

 

 

Exercise 9

 

Listen to two more poems, write them down, mark the strongly stressed words. Practise reading the poems.

 

Aladdin Sir Lancelot Guinevere

 

On your own:

Prepare model reading of the following rhymes. Find more rhymes and read them aloud paying attention to the rhythm in them.

 

A. One, two, three, four, five, six, seven.

All good children go to heaven.

Some fly east,

Some fly west,

Some fly over the cuckoo’s nest.

 

B. Twinkle, twinkle, little star.

How I wonder what you are.

Up above you fly so high,

Like a diamond in the sky.

 

c. One, two, three, four.

Mary at the cottage door.

Five, six, seven, eight.

Eating cherries off the plate.

 

SECTION 5: INTONATION OF CERTAIN SENTENCE PARTS

 

 

Direct address is a word or a group of words used to address a person or a group of people.

 

e.g. How are you, Harry?

 

The intonation of a direct address depends on its position in the sentence and on the speaker’s attitude.

At the beginning of a sentence, a direct address is always stressed and forms a separate sense-group which is pronounced with the Low Fall (in formal or serious speech)or with the Fall-Rise 9in informal, lively speech.)

 

e.g. Robert, you must think carefully before re fusing the offer.

Dad, will you mend my bike?

 

In the medial or final position, a direct address is usually unstressed and does not form a separate sense-group; it continues the melody of the last stressed syllable.

 

e.g. I beg your pardon, sir, it’s not my fault.

 

In emphatic speech, however, a direct address may take the rise of the Fall-Rise.

 

e.g. Get out of the pool at once, Peter!

Practice:

A.

1. Victor, you can’t go there alone.

2. Don’t lose heart, old boy!

3. Will you give me that newspaper, Tom?

4. Ladies and gentlemen, let me introduce Mr. King to you.

5. Will you. Bill, answer my question?

6. You know, Lorna, let’s speak about it some other time.

7. Nelly, where are you?

8. You needn’t go into so much trouble, Mrs. Bellows.

 

B.

1/ I don’t know Mr. Smith.

I don’t know, Mr. Smith.

 

2/ He doesn’t remember John.

He doesn’t remember, John.

 

3/ Have you forgotten dear old tom?

Have you forgotten, dear old Tom?

 

4/ Can you hear Helen?

Can you hear, Helen?

 

 




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