lesson d-d. articulation

8/9/2019 Lesson D-D. Articulation

1/46

The Fourth Step in Voice Production

ARTICULATION


2/46

Objectives:a. Identify and recognize the stress and intonation patterns of

spoken English;

b. Describe and compare alternating stress pattern, basicintonation patterns, and the intonation patterns for

specific structures;

c. Demonstrate skills in using stress for emphasis and forcontrast;

d. Demonstrate skill in blending words to form breathy units

and thought groups and in phrasing sentences for betterclarity and understanding; and

e. Speak larger forms of structure with correct stress andintonation.


3/46

STRESS INENGLISH SPEECH

All spoken language is characterized by a particular rhythm and

melody patterns which makes different individuals speak in a varietyof time and tune.

An important feature of spoken language is the prominence given to

a syllable in a word or a short span of connected speech.

Stress involves changes in pitch, force, and duration.


4/46

Word Stress: MonosyllabicWords

y One-syllable words (monosyllables) like do, has, and bay are

stressed in isolation.

y They blend with the nearest word, and lose a part of their

original sound.

deal sail tame care

hold east cent whole

hem may sun getseal cell can love


5/46

Word Stress: Multi-syllable words

y Mutli-syllable words, those with two or more syllables, have

only one strong stress.

y The strongly-stressed syllable are spoken louder, longer and

clearer than the rest of the unstressed sylla bles which arespoken lightly and quickly.

notice tafetta sylla ble transferable

urchin vatican ostracize oratory

vivid titan merchandize matineesupervise vegeta ble voluntary origin


6/46

cartoon survive horizon distinguish

technique obscure accustom consortium

volunteer manufacture apparatus photosynthesis

correspond departmental elementary parliamentarysuperimpose accommodation contemporary

authoritarian pronunciation extemporaneous

personification indemnification inexplicability

denaturalize indispensa bility insubordination


7/46

Noun-verb Shifts

y A shift in the position of syllable stress results in a change in

meaning ofa particular group of words.

y Words stressed in the first syllable are nouns, and when they

are stressed in the second syllable are verbs.


8/46

NOUN VERB

y Contract

y Convert

y Contrast

y Process

y C

onflicty Exploit

y Discount

y Desert

y Export

y Incline

y Excerpt

y Pervert

y Contract

y Convert

y Contrast

y Process

y C

onflicty Exploit

y Discount

y Desert

y Export

y Incline

y Excerpt

y Pervert


9/46

1. Her beauty entranced the movie fans as she neared thetheater entrance.

2. You can extract the vanilla, an aromatic extract, from a

certain tropical orchid.3. The producers retail their goods retail.

4. The hapless pervert might pervert some truths in the crossexamination.

5. Give me

adigest of the sen

ators speeches on how to digestfood.

Activity:Create sentences using the words in the last slide.


10/46

Number wordsy Those ending in ty and ieth are stressed on the first syllable as in

thirty and thirtieth.

y Those ending in teen and teenth are stressed on the last syllable as in

sixteen and sixteenth.

twenty the twentieth the twenty-first

thirty the thirtieth the thirty-second

forty the fortieth the forty-seventh

sixteen the sixteenth eighteen the eighteenth

seventeen the seventeenth nineteen the nineteenthfifteen the fifteenth fourteen the fourteenth


11/46

1. Sixty alumnae attended the twentieth anniversary of their

graduation.

2. Her booth number is thirteen not thirty.

3. Seventy classrooms will be constructed on the nineteenthof this month.

4. Mother will be forty on the sixteenth ofDecember.

5. His seventieth birthday was attended by nineteen

grandchildren.


12/46

DerivedWords

y Some words formed by adding a prefix or a suffix to a root

word usually retain the same syllable stress; others however

result in s change in syllable stress, function and meaning.

libel-libelous subsist-subsistencetrouble-troublesome vital-vitalize

visual-visualize endow-endowment

titan-titanic supplement-supplemental

timid-timidity gelatin-gelatinous

valid-validity gymnast-gymnastics


13/46

Form a new word by adding a prefix or a suffix to each of the

following words. Read each pair stressing the appropriate

syllable. Use them both in a sentence or sentences.

la bor equal music pronounce

govern democracy elastic temper

deliver journal educate moment

origin department exhale proper


14/46

PhrasalVerbs

y This is a two word verb or a three word verb consisting ofa

simple verb and an adverbial particle and/or a preposition

whose meaning may have no apparent connection with the

meaning or use of its component parts.

y The placement of the strong stress in two-word verbs

depends on the structure of the combination, whether the

combination is separable or not.

Call up

.(sep

ar

able combin

ation)

Call up

M

om.

Call on. (non-separable combination) Call on Mary.


15/46

Separablecombinations

1. Give up Give up the chance. Give it up.

2. Put off Put off the party. Put it off.

3. Hand in Hand in the homework. Hand it in.

4. Turn on Turn on the fan. Turn them on.5. Turn off Turn off the airconditioner. Turn it off.

6. Look up Look up the meaning. Look it up.

7. Call off Call off the meeting. Call it off.

8. Try on Try on the shirt. Try it on.

9. Leave out Leave out the question. Leave it out.

10. Pick up Pick up your friend. Pick it up.


16/46

Non-separablecombinations.

1. Look for Look for the wallet. Look for it.

2. Look at Look at the girls. Look at them.

3. Get on Get on the bus. Get on it.

4. Go back on Go back on a contract.5. Put up with Put up with the weather.

6. Wait on

7. Get over

8. Count on

9. Look after

10. Run into


17/46

WordCombination

y Noun-noun or adjective-noun combinations carry stress

positions on the basis of the meanings they convey.

y If the first part of the compound shows the purpose for

which the second part is intended, the first p

art of thecombination receives the strong stress.

y If the first part of the combination shows the material

contained in the second part, the second part of the

combination is stressed.

y There are no fixed rules for determining which word to

stress in the combinations.


18/46

Readthefollowingcompoundsby

stressingontheappropriateparts:

window pane bathhouse swimming pool

sewing machine dining room class card

ba by sitter flower pot hair dryer

ice pick nursery rhyme baking soda

leather bag gold watch silk blouse

plastic cups apple pie steel bar

clay pot fruit salad cotton blanketnylon hose paper roses strawberry shake


19/46

Sentence Stressy Words flow along smoothly with each other in uninterrupted fashion

resulting in a single breath unit.

y Saying words as a single breath unit and then hearing them as a single

thought group is the process of blending.

y C

ertain kinds of words are usually stressed in context while other typesare not usually stressed.

y Nouns, main verbs, adjectives, adverbs, demonstratives, and question

words (wh-words including how) are content words that carry meaning.

y Determiners such as articles, demonstrative, and possessive pronouns,

prepositions, conjunctions, and auxiliary verbs (be and modals) areusually unstressed in context.


20/46

Stresstheappropriatepartsinthe

followingsentences:

1. Is it here? Yes, it is.

2. Take the bus or the train.

3. Does he know? Yes, he does.

4. Hes as good as his father.5. Did he come? No, he didnt.

6. You must not know about me.

7. Can I go? No, you cant.

8. Call Betty,Tess and Ernie.

9. Arent we included? No, we arent.

10. They will read it not.


21/46

Emphatic Stress

y Stress is also used to emphasize an idea and to indicate

contrast in a sentence.

y One, two or more words can be stressed if the word contains

the idea

the speaker wishes to c

all

attention to, if the wordrepeats or reinforces another idea, and if the word is an

answer to a particular question.

y In addition, any word in a sentence can be emphasized one at

a time in order to answer a particular question.


22/46

Examples:

1. PAL flies to Europe and so does PANAM.

2. John bought a book andTony did, too.

3. Visitors will come and delegates will come, too.

4. Peluchie can type and Cherry can, too.5. Stores offer discounts and restaurants do, too.

6. Carla ordered two chicken sandwiches. (Who ordered?)

7. Linda danced the ballet gracefully. (How?)

8. The lady swims daily at the pool. (How often?)

9. Carla ordered two chicken sandwiches. (What kind?)

10. Linda danced the ballet gracefully. (What did she danced?)


23/46

Contrastive Stress

y When differing ideas exist in one, two, or more words, each

of these words are stressed for contrast.

y To convey special meanings, some words which are not

usually stressed (some

and

any) become stressed while wordswhich are customarily stressed (nouns) become unstressed.

y Stressed some suggests contrast, it often means special or

certain in contrast with other choices.

y

Stressed any suggests emphasis, irritation, or sarcasm.


24/46

Exercises:

1. She wants to sing, not dance.

2. The girls want a picnic but the boys want a party.

3. It was my idea.

4. Our group won.5. Its under the table, not on the table.

6. I have some friends. (I have other friends.)

7. I have some friends. (I have certain friends.)

8. I eat some fruits. (other fruits)

9. Got any message? (irritation)

10. Got any message? (another message)


25/46

Seatwork

1. Get a one half sheet of paper.

2. Write your name, section, and the date today.

3. Indicate the seatwork number (W1).


26/46

INTONATIONINENGLISH SPEECH


27/46

Definition

y This is the rise and fall of the voice.

y It is the combination of tunes on which we pronounce the

syllables that make up our speech.

y

There are four tunes in speaking: (1) low

(2) normal

(3) high

(4) extra high

y Extra high is used to express an extreme emotion like fear,

anger, surprise, and excitement.


28/46

Terms

y SHIFT.

y GLIDE.

y There are three intonation patterns:

2-3-1Rising-falling intonation 2-3-3Rising intonation

2-3-2Non-final intonation


29/46

2-3-1orRising-FallingIntonation

y This patterns begin on the normal (2) tune and ends by

raising the voice to a high (3) on the last stressed syllable of

the sentence, then making it fall to a low (1).


30/46

1. They want to listen to the latest recording.

2. Brenda had been working for six hours.

3. The traffic is slow because of the flooded street.

4. Somebody blew a whistle.5. Sit down at the table.

6. Clean up your room.

7. Look at that boy.

8. Smoke in the next room.

9. What would you like for breakfast?

10. Where did you learn it?


31/46

2-3-3orRisingIntonation

y The voice begins on the normal (2) tune and ends on a high

(3) tune on the last stressed word of the sentence.


32/46

y Are you sure youve got enough paper?

y Would you rather have coffee?

y Have you been to many places this year?

yWill you please take these forms to the table?

y Do you really close at seven oclock?

y Can you do it?

y Were they invited?

y Does she know?

y Is he coming?

y Do you mean you lost your front door key?


33/46

2-3-2orNon-finalIntonation

y It is used in that part of the sentence which precedes the last

stressed word.

y The voice begins on the normal (2) then rises to pitch level

(3) on the stressed word, and returns to the normal level or

tune (2).

y It may be used in combination with other patterns, specially

in stressed function words, in contrast and comparisons, and

in sentences where two or more thought groups are divided

by short pauses.


34/46

1. Are you ready to leave?

2. They should be here on time.

3. Im looking for a toothbrush not a hairbrush.

4. Linda runs faster than Sonia does.5. Hed like to get it, but he cant.

6. If you leave now, we have to go with you.

7. Keep watch, while I run to the station for help.

8. No, thank you, not today.

9. Will you stay with him while I run to the store?

10. When the boat docked, did he go straight to the Customs

O

ffice?


35/46

Intonation Patternsfor Specific

Structures

y The 2-3, 2-3-1 or the CHOICE QUESTION TUNE is used

for series with and/ alternatives with or type of structures.

A rising intonation is used on all parts of the alternatives or

series except the last which is given the rising-falling pattern

(2-3-1).

He will arrive onThursday or Saturday.

Would you like to play golf, tennis, or bowling.

These are my friends: Gloria,A

lice, and Lisa.Shed like to buy a bottle of shampoo and lipstick.


36/46


Structures

y DIRECT ADDRESS refers to the name or word substituted

for a name, such as dear or darling, addressed directly to the

person to whom one is speaking. This may come at the end of

the sentence or elsewhere, and it does not affect the

intonation pattern of the rest of the sentence. It uses the 2-3

pattern.

Youre very kind, my dear.

Anna, will you please come to Ward No. 10?

But, Sir, I really must attend to this lady.


37/46


Structures

y TAG QUESTIONS are spoken in two types of intonation

patterns.

y If the tag question is said as a statement of fact and the

speaker is definite that the listener will agree with him, the

tag question is spoken with the rising-falling pattern.

Its painful, isnt it?

y If the sentence is said as a real question and the speaker is not

sure of the listeners answer, the tag question is spoken withthe rising pattern.

Its painful, isnt it?


38/46

1. To be or not to be.

2. They arent pleased with anybody, are they? (unsure)

3. You made it, didnt you? (definite)

4. They listen, dont they? (definite)5. We werent there, were we? (unsure)

6. No. (uncertain)

7. No. (with conviction).

8. No. (sarcastic)

9. Is that so? (doubtful)

10. Is that so? (sarcastic)


39/46

ProblemsinArticulation

y ERRORS OF OMISSION- Omitting sounds or even

syllables.

y ERRORS OF SUBSTITUTION- Substituting an incorrect

sound for the correct one.

y ERRORS OF ADDITION- Adding sounds where they do not

belong.

y ERRORS OF DISTORTION- An attempt is made at the

correct sound but it results in a poor production. i.e adistorted /s/ sound may whistle, or the tongue may be

thrusting between the teeth causing a frontal lisp.


40/46

ErrorsofOmission

NOTTHIS THIS

y Gov-a-ment

y Hi-stry

y Wanna

y Fishin

y Studyin

y A-lum-numy Hon-orble

y Comp-ny

y Vul-ner-bi-ity

y Gov-ern-ment

y Hi-story

y Want to

y Fishing

y Studying

y A-lum-i-numy Hon-or-able

y Comp-a-ny

y Vul-ner-a-bil-ity


41/46

ErrorsofSubstitution

NOTTHIS THIS

y Wader

y Dese

y Ax

y Undoubtebly

y Beder

y Ekseteray Ramark

y lenth

y Waiter

y These

y Ask

y Undoubtedly

y Better

y Et ceteray Remark

y length


42/46

ErrorsofAddition

NOTTHIS THIS

y Acrost

y Athalete

y Americer

y Idear

y Filim

y Lorey Is-treet

y Across

y Athelete

y America

y Idea

y Film

y Lawy Street


43/46

ErrorsofAccent

NOTTHIS THIS

y NewOr-LEANS

y IN-surance

y o-RA-tor

y NewOR-leans

y In-SU-rance

y O-ra-tor


44/46

ErrorsofAddingSounds

NOTTHIS THIS

y Often

y Homage

y Illinois

y Evening

y Burgalar

y Athaletey Airaplane

y Offen

y Omage

y Illinoi

y Evning

y Burglar

y Athletey Airplane


45/46

Summary

y Stress and intonation patterns are emotional dictations.

y Though emotional by nature, they pattern a strict conduct of

rules.

y A

rticulation is the combination of word pronunciation andvoice production.

y We do not aim to create an accent based on voice and

diction.


46/46

Evaluation (W1)

y Get a sheet of paper.

y Write your name, section, and the date today.

y Wait for the instructions of your teacher.

lesson d-d. articulation

Documents