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// I've always been terrified of SPlders//
Prom inent words in speech units (2)
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II
Within a speech unit, we can emphasise different words to convey different meanings. Compare the replies in these conversations:
A: How long have you been frightened of spiders?
B: II I've ALways been terrified of spidersll (saying how long)
A:Why don't you try keeping a spider as a pet?
B:II I've always been TERrified of spidersll (giving the reason)
A:Is there anything that really frightens you?
B:II I've always been terrified of SPIdersl1 (saying what frightens him)
A:I've just finished reading Homebush Boy.
B:II THAT'S the book I wantedll (= I couldn't remember the title until you said it)
A:I'm going to read The Riders next.
B:II That's the book I wantedll (= it's a pity you got it first)
A:I couldn't get you The Collector, so I bought The Magus instead.
B:II That's the book I WANted!1 (= you were wrong; I did want The Magus)
We sometimes emphasise a word by making it prominent in order to -
•make a contrast with something previously said (see also Unit 46). Compare:
A:Did you find your keys?
B:Yes, II they were under the TAblel1
but: I left my keys on the table, but when I came back II they were UNder the tablell
• correct something previously said (see also Unit 47). Compare:
I noticed something white at the end of the garden, but when I got closer I couldn't believe it. II It was a white RABbit11
but: A: When we were small we used to have this grey rabbit. B: II It was a WHITE rabbitll
A:How does your family know so much about medicine?
B:II My father's a DOCtor/I
but: A: Your brother's a doctor, isn't he? B: No, II my FAther's a doctor/I
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English Pronunciation in Use (Advanced) |
Section C Pronunciation in conversation
Exercises
34.1 Match each opening to the appropriate response. Prominent syllables in the responses have capital letters.
C18
34.2
C19
EXAMPLE a Have you never been to Spain before? (i) I worked in SPAIN.
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b What did you do between school and university? / "" (ii) I WORKED in Spain. |
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a That mobile looks familiar. |
(i) It's your PHONE. |
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bWhat's that ringing noise? |
(ii) It's YOUR phone. |
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a Do you like my glasses? |
(i) I thought they were NEW. |
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bI can't see very well through these glasses. |
(ii) I THOUGHT they were new. |
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a I see Terry's come bottom of the class again. |
(i) He's ALways last. |
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bWhy's Gustav been dropped from the team? |
(ii) He's always LAST. |
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a She works at St Mary's, doesn't she? |
(i) she's an administrator at the HOSpital. |
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b She works in administration nearby, doesn't she? |
(ii) she's an adMINistrator at the hospital. |
Now listen and check your answers.
Underline the word in B's replies that you think is most likely to be prominent in each case.
EXAMPLE A: What do you think Jill will want for lunch? B: She's coming after lunch.
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A: Jean's got three brothers. B: She's got three sisters. |
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A: Have a good time in Paris this week. B: I'm going next week. |
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A: I thought the office was in West Newtown. B: It's in East Newtown. |
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A: You're at fifty-seven, aren't you? B: We live at fifty-nine. |
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A: You said you'd be there at 8.00. B: I said I'd be there later. |
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A: Do you think leaving school at 16 was a mistake? B: lt was a big mistake. |
7 A: I'll see you in the office on Friday. B: But I work at home on Fridays. |
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A: We took the first on the left. B: You should have taken the first on the right. |
Now listen, check your answers and then say the B parts aloud. All of these are said in one speech unit with only one prominent word. Practise saying them without putting extra prominences in. (For example, say: /I she's coming After lunchl/, not: /I she's COMing After lunchl/.)
34.3 Each A part in this conversation is said as one speech unit with two prominent words. Underline the
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two words you think are most likely to be prominent in each A part. |
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A: Why don't you come and see us? |
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B: Where do you live? |
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A: In an old house by the river. |
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B: I'd probably come by train. |
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A: It's only a short walk from the station. |
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B: And if I came by bus? |
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A: It's five minutes from the bus stop. |
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B: It's in Mill Lane, isn't it? Where exactly? |
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A: The first house on the left. |
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C20 |
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Now listen, check your answers, and then say the A parts aloud. Make sure you emphasise the two |
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prominent words in each speech unit and link all the words in the speech unit smoothly together |
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without pauses. |
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Follow up: Suggest what might have been said immediately before each of these statements: |
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(i) /I I've never SEEN him before/l |
(ii) /I I've never seen HIM before/l |
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English Pronunciation in Use (Advanced) |
75 |
I |
I/ I'II |
beLIEVE |
it |
when |
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SEE |
itl/ |
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Fixed phrases and idioms in speech units |
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C2l |
Fixed phrases and idioms are usually said together in one speech unit rather than being divided |
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across speech units. For example: |
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//It's a race against time// to get help to the refugees before winter. is more likely than:
//It's a race// against time// to get help to the refugees before winter.
It was so noisy in the room// I could barely hear myself think/I. is more likely than:
It was so noisy in the roomJ/ I could barely// hear myself think/I.
Note: Longer idioms are more commonly divided into two or more speech units:
/1 1 could count// on the fingers of one hand// the number of times I've seen her this year.
C22 Many fixed phrases and idioms are usually said with two prominent syllables, one of which is in the last word:
// what with ONE thing and aNOther// I forgot all about her birthday. (= the reason I forgot is that I was very busy)
He's been around so long// he's just PART of the FURniture//. (= so familiar that I no longer notice him)
A:Why don't you ask them for your money back ?
B:Welll/ that's EAsier said than DONE//.
(= it's a good idea, but it's difficult)
They want me to go to Taiwan in January,!/ but that's OUT of the QUEStion//. (= cannot possibly happen)
Other examples include:
a RACE against TIME
it's j ust ONE of those THINGS
to CALL it a DAY ro SLIP [ m y [ MIND
I COULDn't believe my EYES
C23 In some other fixed phrases and idioms, the last prominent syllable is not in the last word (see also Unit 36):
She says she's going to get a new job// but I'll beLIEVE it when I SEE it/I. (= I don't think it will happen)
Somehow// we'd GOT our WIRES crossed// and she turned up a week ea rly. (= we had understood things differently)
They'd like me to invest i n the company now// but I want to SEE how the WIND'S blowing// first. (= see how the situation develops before making a decision)
// I've HAD my MONey's worth// our of rhis old car. I only paid £SOO for ir and I've been driving it for yea rs. (= it was good value)
Other examples include:
TH ROW [ your [ WEIGHT aro llnd [ ir [ \ NOT to he SNEEZED at
PUT [ yourI FOOT down
a WHOLE new BALL game
76 |
English Pronunciation in Use (Advanced) |
Section C Pronunciation in conversation
Exercises
1Ruth returns Maggie's phone call and leaves this message on her answering machine. Seven of the speech unit boundaries marked in Ruth's message (with //) are unlikely to occur because they split fixed phrases and idioms. Cross out the boundaries you think should not be marked.
C24
C25
// hi Maggie// got your message// and your question about car repairs// sorry// but I haven't got.;.;. a clue// the best person to contact is . . . //oh flit was on the tip// of my tongue// and my mind just// went blank// Peter Thomas// that was it// he's a mine// of information// about that sort of thing// anyway// I'll be over to see you// when I can// as soon as the doctor's given me// a clean bilU/ of health// the new medication// is doing melt a power of good// so I'm hoping to be up// and about// in the next week or soli speak to you soon//
Now listen and check your predictions.
Listen to these sentences with fixed phrases and idioms and underline the last prominent syllable in each. (Note: each sentence has just one speech unit.)
EXAMPLE Not in the slightest.
1 Don't jump to conclusions.
2 They're putting a brave face on it.
3 He's had a change of heart.
4 You can say that again.
5 You may well ask.
6 He took them in his stride.
Now listen again and repeat the sentences, putting prominence on the correct syllables. Make sure you say each sentence in one speech unit, running the words together smoothly without pauses.
Use the sentences with fixed phrases and idioms in exercise 35.2 (including the example) to complete this conversation.
A: How did Nick get on in his exams last week?
B: H . . ':±Q9 . . . ±h?!.1·Li!'!,. . h.i$.. . .$.±ci4. .:........................... ............................................................ ............................................................................................................
A: Didn't get nervous?
B: (1) ....................................................................................................................................................... .................................. ..... ............. .... ................................... .. .
A: I suppose he'll be off to university next year?
B: (2) ....................... ........................................ ........................................................................................................................................................ ................................ .
A: But I thought he wanted to be a doctor.
B: (3) ...........................................................................................................................................................................................................................................................
A: He'd be crazy not to go to university.
B: (4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A: His parents must be really annoyed.
B: (5 ) ....................... .......... ...................... .......................................................................... ........... ....................................... ........... . ... .................. ... . .. ....
A: So what does he want to do now?
B: (6) .............................................................................................................................................................................................................................................................................
C26 |
Now listen and check your answers. Finally, play the recording again. Press 'pause' before each B part |
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and read it aloud. Then press 'play' again and compare your pronunciation with what follows. |
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Follow up: When you learn a new short fixed phrase or idiom, practise saying it as one speech unit. You may |
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need to check with your teacher or a native speaker of English which syllables are made prominent. |
English Pronunciation in Use (Advanced) |
77 |
she's got an ESSay to write
Non-prominence on final jempty' content words
Some words at the end of a speech unit are non-prominent (see Unit 33) because they are 'empty' - that is, they don't carry new information.
C2! Some words are empty because they refer to something or someone that has already been mentioned:
Gail talked to me about Oscar as if I knew him well, although I've never MET her brother. ('her brother' = Oscar)
He's always asking my advice on what flowers to plant, even though I don't know anything aBOUT gardening. ('gardening' = what flowers to plant)
or because they mean the same as something said before or implied in the previous context:
A:There's a meeting tonight at Carl's.
B:Hadn't I already TOLD you about that? ('that' refers to the meeting)
I thought H i roshi lived in the north of Tokyo, but i n fact he lives on the OTHer side of the city. ('the north of Tokyo' implies 'one [the north] side of the city')
A:Can you translate this for me?
B:But you KNOW I don't speak French. (asking for a translation implies that the speaker thinks I speak French)
Some words are empty because their meaning is obvious from what has been said before:
Who left the TAP running? |
'running', 'cut', 'to write' |
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I must get my HAIR cut. |
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and 'to do' are predictable |
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She says she can't come out. She's got an ESsay to write. |
meanings in these contexts |
I'll see you i n about an hour. First, I've got some SHOPping to do.'------
A:When does the eclipse start?
B:About an HOUR from now. ....----'now',/ and 'here' are the
A: Where does Karen live? |
usual points of reference |
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in contexts like this |
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B: A couple of MILES from here. ----""-___-:::====:::::: |
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I'm not going out in THIS weather. Why don't we meet at YOUR house ?
'weather' and 'house' are obvious: we could just say '. . . in THIS' and '. . . at YOURS'
or they may be empty because their meaning is obvious in the particular context in which they occur:
A: Look! There's a MOUSE in the corner of the room.
B: Careful! You're spi lling your SOUP all over the table.
__@.;;;)....,
C29 Some idiomatic phrases typically have 'empty' words at the end:
I found out that I didn't have to make a speech at the meeting after all . It was a REAL WEIGHT off my shoulders. (= I was pleased that I was no longer responsible)
It was with her fourth novel that she really MADE a NAME for herself.
(= became famous)
A:How did you find out I was leaving?
B:Let's j ust say a LITILE BIRD told me. (= I'm not going to tell you who told me)
Being a builder is a hard job, even at the BEST of times. (= even in the best conditions)
78 |
English Pronunciation in Use (Advanced) |
3 6. 1
;C30l
Section C Pronunciation in conversation
Exercises
Listen and underline the one prominent word in each of the speech units in green.
EXAMPLE He kept telling me to be careful with the bonesll as if I'd never eaten fish beforell.
1A: Can you give me a lift?
B:II But you know I can't drivell.
2A: Do you think England will beat Australia? B: No idea.!1 I'm not interested in cricketll.
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A: If I get the position I'm going to buy a new car. |
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B: II But you haven't even applied for the job yet/I. |
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I could only see the end of the queue, but in fact |
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II there were hundreds of people waiting/I.
Now say the highlighted speech units aloud. Make sure you make only the underlined word prominent and link words within the speech units smoothly together without pauses.
36.2 Complete the sentences using words and phrases from the box.
to drink |
from now |
from there |
going |
place |
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she's holding |
in here |
illmy soup |
you're reading |
went off |
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EXAMPLE I was just going to bed when the doorbell . |
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1 We didn't have any water |
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2 Last night my car alarm ................................................................... |
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3 How's your work .................................................................................. |
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4 Waiter! There's a fu: ................................................................................. |
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S Get to the bus station and our house is a couple of minutes walk .............................................................................. |
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6 I wonder what's in that box ......... |
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7 The bridge should be finished a year ........ ........... .......... |
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8 Let's have the meeting at nu::.................................................................................. |
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9 What's that book ...... |
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10 What's the smell ..... . ..... .... ......... ...... ... |
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Now listen and check your answers. Then say the sentences aloud, making sure you make the underlined words prominent and the words you have written non-prominent. (Note: there will be other prominent words in the sentences, too.)
3 6.3 Match A's statements and questions with B's responses to make short conversations.
1A: Still no word from Dan.
2A: Tim has raised some objections to your proposals.
3A: I'm looking after my two nephews this weekend.
4 A: He's working in Barcelona for the summer.
SA: These cakes are great. Can I have another one?
6A: Paula didn't get the promotion she'd been expecting.
........... B: I'm sure he'll have a whale of a time. B: You'll really have your work cut
out for you.
....1 ... B: Oh, well, I suppose no news is
good news.
........... B: I bet that wiped the smile off her face.
........... B: Sure, there's plenty more where that came from.
... B: Trust him to throw a spanner in the works.
Now listen and check your answers. Then listen again and underline the last prominent word in the B parts. Finally, say the B parts aloud, making sure that all the words after the underlined word are non-prominent.
English Pronunciation in Use (Advanced) |
79 |