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PART ONE of a lesson in THREE parts. Topic: Stress in phrases and sentences.
Part A reviews rhythmic patterns from Lesson 8 by testing the learner's ability to predict the patterns in new texts.
Level: advanced.
Reviewing the previous lessons on basic stress patterns
Learn a couple of new but practical patterns with more examples
Learning the rhythm of another language is not necessarily easy thing to do.
That’s why I created this follow up lesson on rhythm.
I thought it would be helpful for you to have additional practice with stresses on phrases and at the sentence level.
We’re going to begin by reviewing those rhythmic patterns I presented in Lesson 8.
And then I’m going to share a couple of new ones with you.
Here are the lesson objectives.
[listen & see screen]
So if you’re ready now, let’s get started…!
[Listen & see screen]
Let me make a quick note here about numbers.
Numbers like 13, 14, 15, so on have shifting stress, meaning it can be first or second syllable.
Now, when we count the stress’s on the first syllable.
In my test here thirteen is part of phrase and it’s the last word in a phrase.
It’s the last word before a pause. In this case, we shift the stress to the second syllable. If thirteen is not the last syllable in a phrase, then we tend to put stress back to first syllable.
So if I said, I was a thirteen years old, stress’s on the first syllable.
Understand?
Let’s go on.
In this example, I did not stress the word ‘many’.
Many is content word, but because we have too many content words together, there is better flow if ‘many’ is not stressed.
So the resulting rhythm is 1-2-3-4.
Here I did not stress the verb ‘like’ although like is a content word.
The flow is little more natural without stressing all those content words in the second half of the sentence.
Now, sometimes you can read the sentence with more than one pattern and still sound natural.
For example, I can chose stress in the second half of the sentence, only like and people. The result would be like this… That is very fast tempo because now I know stressing two content words in that final thought group.
Both ways are natural and both ways are acceptable.
Here we did not stress hair.
Here fifteen is at the end of phrase, so the second syllable’s stressed.
Also here in is not a preposition, not a function word, it’s an adverb, it’s part of phrasal verb, be in, so we’re going to stress it because in is at the end of the sentence.
It’s at the end of thought group*. Here the stressed words create a contrast.
We’re not done yet, please go on to next part of this lesson.
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