Think about these questions, or answer them aloud.
In lesson 1 you learned that every long word has one strong syllable. In lesson 3 you saw that content words are usually strong and grammar words are usually weak. This lesson puts these ideas together into rhythm, the music of spoken English.
English is often described as stress-timed: the stressed syllables come at a fairly regular beat, and the weak syllables between them are squeezed in. So adding small words to a sentence doesn't add much time, as long as the number of stressed words stays the same.
Tap the table three times at a steady speed and say each line in a group on the taps. The taps stay the same; the small words in between get quicker and weaker. In Sam would have liked the tea, would have sounds like wuduv.
| Word | Weak form | In a sentence |
|---|---|---|
| to | /tə/ (tuh) | I need to go → I need tuh go |
| for | /fə/ (fuh) | It's for you → It's fuh you |
| and | /ən/ (un) | fish and chips → fish un chips |
| of | /əv/ (uv) | a cup of tea → a cup uv tea |
| can | /kən/ (kun) | I can swim → I kun swim |
| was | /wəz/ (wuz) | It was late → It wuz late |
| from | /frəm/ (frum) | I'm from Peru → I'm frum Peru |
Small words keep their full, strong form:
In a normal sentence, the last content word in a group usually gets the strongest stress: I'm meeting her at the STATION.
But you can move the main stress to show new or corrected information:
This is useful in exams when you correct something (a TOEIC schedule question) or compare two things (I prefer SUMMER to WINTER).
CAPITALS show the main stressed syllables. The small words in between are quick and weak.
Notice:
Read each short exchange. Which word in B's answer gets the strongest stress? Say B's answer aloud before you choose.
Tap a steady beat. Each sentence has three strong beats. Say the small words faster and weaker so that the beat doesn't change.
Listen to each sentence, then record yourself saying it the same way. Copy the rhythm, stress and intonation.
1.Sam likes tea.
2.Sam likes the tea.
3.Sam would have liked the tea.
4.Buy fresh bread.
5.Buy some fresh bread.
6.You should buy some fresh bread.
Listen and repeat. Make to, of, for, from and was weak in the middle of a sentence, but strong at the end and in short answers. Stress the words that show a contrast.
Listen to each sentence, then record yourself saying it the same way. Copy the rhythm, stress and intonation.
1.I need to go to the bank.
2.It's a cup of tea for my mum.
3.Where are you from?
4.I'm from a small town near the coast.
5.Yes, I can, but I can't do it today.
6.It's not on Tuesday. It's on Thursday.
7.It was late, and we were tired.
You have 45 seconds to prepare. Decide which words to stress in each sentence and where to pause. Then read the text aloud in 45 seconds, with a steady rhythm.
Read this recorded message aloud:
“Thank you for calling Parkside Dental Clinic. Our opening hours are from eight in the morning to six in the evening, Monday to Friday, and from nine to one on Saturdays. To book, change or cancel an appointment, please press one. For questions about payments, please press two. If you have a dental emergency outside our normal hours, please call the number on our website. Please arrive ten minutes before your appointment, and bring a list of any medicines you are taking.”
45 s preparation · 0:45 speaking
Save words to review them later with flashcards.
“In “I bought fresh bread”, bought, fresh and bread are content words.”
“Function words are usually short and weak.”
“The weak form of “for” sounds like “fuh”.”
“The first sound in “about” is a schwa.”
“Tap the beat on the table while you speak.”
“She emphasised the word “not”.”
“Stress the words that show a contrast: tea, not coffee.”
“His voice was flat, so he sounded tired.”
“I've got a dentist appointment at three.”
“In an emergency, call this number.”
“The library's opening hours are nine to five.”
