Revision

Task 1. Choose the correct answer

1. Choose the sound that does not belong to the same group as the other three.
A. /m/ (nasal) B. /n/ (nasal) C. / ŋ/ (nasal) D. / b/ (plosive)
2. Choose the sound that does not belong to the same group as the other three.
A. / ʊ / (rounded, back) B. / e / (front, C. / æ / (front, D. / ɪ /(front,
unrounded) unrounded) unrounded)
3. Choose the sound that does not belong to the same group as the other three.
A. / r / (voiced B. / w /(voiced C. / j / (voiced D. / t / (voiceless plosive)
approximant) approximant) approximant)
4. Sounds made with the tongue touching the front teeth are called ………………...
A. nasal B. dental C. palatal D. alveolar
5. Which transcription of “broadcast” shows assimilation?
B. /brɔːdkɑːst / B. /ˈbrɔːgkɑːst/ C. /ˈbrɔːtkɑːst/ D. /ˈbrɔːkɑːst/
(velarization of alveolar)
6. Which is an example of elision?
A. left luggage /lef lʌgɪʤ/ B. on the shelf /ɒn nə ʃelf/ (assimilation of
manner)
C. shouldn't you /ʃʊdntʃuː/ (Coalescence) D. headquarters /hegkwɔːtəz/"(
assimilation of place)
7. What are accentual functions of intonation? You can choose more than one correct answer.
A. Signify grammatical relationship
B. Highlight new information
C. Highlight function words
D. Emphasize contrastive information
8. What is the best explanation for the difference between a final rise and final fall intonation on tag
questions?
A. You can use final rise or final fall intonation interchangeably on tag question. It won't change the
overall meaning of the question.
B. When we use final rise intonation, we are usually seeking confirmation. When we use final fall
intonation, we are less certain about the answer.
C. When we use final rise intonation, we are less certain about the answer. When we use final fall
intonation, we are usually seeking confirmation.
D. None of the given answers is correct.
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Task 2 - Transcribe the following phrases broadly (phonemically), as they would be spoken by
a non-rhotic speaker. Next, divide them into three groups, according to whether they can be
produced with intrusive /r/, linking /r/ or neither.
fire in the hole r  linking r ( “r” in the spelling)
car boot  neither (no liaison)
Arizona and Tennessee (intrusive r (no “r” in the spelling)  youglish
pay on time (intrusive j) (neither)
in awe of him (intrusive r)
a pair of fives (linking r)
Task 3. Transcribe the following words and sentences phonemically, including all the cases
assimilations that could occur.
a. white coffee; red wine; green grass; violet cream; chocolate brown

/waɪk kɒfi/
/reb waɪn/
/ɡri:ŋ ɡrɑs/
/vaɪələk kri:m/
/tʃɒkləp braʊn/

b. Those sheriffs surely can’t mend my shotgun quickly.

/ðəʊʒ ʃerɪfʃ ʃɔli kɑmp memb maɪ ʃɒkgʌŋ kwɪkli/

Task 4. The sentences below have been transcribed in isolated form. Imagine them spoken in
connected speech and add any potential weak forms, elisions, liaisons and assimilations.
a) /ðæt bɑ ɪznt kwaɪt bɪg ɪnʌf/
b) /ðə best frend ʃid menʃənd kʊdənt kʌm/

a) /ðæp bɑr ɪzŋ kwaɪp bɪg ɪnʌf/

b) /ðə bes fren ʃib menʃəŋ kʊdəŋ kʌm/

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 Task 5. Decide whether the following statements are true or false.
a) An accented syllable must also be a stressed syllable. True
b) An intonation phrase must contain a nucleus. True (tone unit – tonic syllable)
c) Intonation phrases with a pre-head must also have a head. False
d) Rising tones are followed by rising tails. (True)

1 tone unit = (pre head) + (head) + tonic syllable + (tail)

Only the tonic syllable is compulsory.

Task 6. For the following utterance, describe the intonation pattern as fully as possible.

Does it have a pre-head, head and/or tail? If so, which syllables make up these units, and what are
the pitch patterns inside these units? Which syllable is the nucleus, and what is the nuclear tone?

Tonic syllable: way

Tone: fall-rise

No tail

Pre-head: I

Head: hope..I’m a

Task 7. These sentences are spoken with different nucleus. What different meanings do you
create? Also, try to think of an appropriate context for each version of the sentence.
a) I’ll get the shopping tonight. (contrast with: not tomorrow )
b) I’ll get the shopping tonight. (contrast with: not the laundry)
c) I’ll get the shopping tonight. ( contrast with: not you)
a) I’ll get the shopping tonight. (attitude: angry)

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Task 8. Imagine our ‘shopping’ sentence spoken with the following falling tones on ‘tonight’.
What do you think they tell the listener about the speaker’s emotions and attitudes?
a) I’ll get the shopping toˋnight.
b) I’ll get the shopping toˎnight.
c) I’ll get the shopping to˄night.

All the falling tones in (a), (b) and (c) are likely to indicate some sort of statement or declarationand
this choice of a fall over a rise is a grammatical use of tone. However, the choice of the type of fall
may tell us about how the speaker feels in general (that is, his or her emotional state), or how the
speaker feels about the words spoken, or how the speaker feels about the listener (his or her attitude
towards this person).

The difference between a high fall (a) and a low fall (b) often tells us about the degree of
enthusiasm the speaker feels, with a high fall sounding enthusiastic, and a low fall sounding bored
or disengaged. The rise-fall (c) has a more marked or unusual meaning, and is often associated with
the speaker either being impressed or challenging something.

Nội dung High fall và Low fall mở rộng hơn so với nội dung học trên lớp. Trên lớp mình chỉ học về
Fall tone nói chung và high head để thể hiện enthusiasm.