EXERCISES
Written exercises
Unit 6 – Exercise 1
Place the stress on the following words with suffixes; find the (possible) correlate root:
|
refugee |
fundamental |
beautiful |
aimless |
piglet |
acidity |
|
Chinese |
disquette |
agreement |
failure |
confirming |
anxiety |
- Answers
-
refuˈgee > refuge fundaˈmental > fundament ˈbeautiful > beauty ˈaimless > aim ˈpiglet > pig aˈcidity > acid Chiˈnese > China disˈquette > disc aˈgreement > agree ˈfailure > fail conˈfirming > confirm anˈxiety > anxious
Unit 6 – Exercise 2
Place primary and secondary stresses on the following compounds; justify your answer:
|
German measles |
swimming costume |
thirty-four |
paper hankie |
|
bathroom window |
pushchair |
Easter holiday |
first class |
|
inverted comma |
London Tower |
first world |
apple pie |
- Answers
-
German ˈmeasles:
The first element denotes location.
ˈswimming costume:
The first element indicates the function of the second.
thirty-ˈfour:
The first element is a numeral.
paper ˈhankie:
The first element includes the ingredient the second element is made of.
bathroom ˈwindow:
The first element denotes a part of a building.
pushchair:
Verb plus noun combination.
Easter ˈholiday:
The first element denotes time.
first ˈclass:
The first element denotes positioning.
inverted ˈcomma:
The first element is a participial adjective.
London ˈTower:
The first element includes location.
first ˈworld:
The first element denotes positioning.
apple ˈpie:
The first element includes the ingredient the second element is made of.
Unit 6 – Exercise 3
Stress the relevant syllables in the following constructions with phrasal verbs:
|
1. |
He checked out |
he didn’t check out |
he checked out at four |
|
2. |
They got back |
they haven’t got back |
they got back yesterday |
|
3. |
She passed out |
the girl passed out |
she passed out in church |
|
4. |
Make up a story |
make a story up |
make it up |
|
5. |
Put off the trip |
put the trip off |
put it off |
|
6. |
Sort out the problem |
sort the problem out |
sort it out |
- Answers
-
- He ˈchecked ˈout / he ˈdidn’t check ˈout / he ˈchecked out at ˈfour
- They ˈgot ˈback / they ˈhaven’t got ˈback / they ˈgot back ˈyesterday
- She ˈpassed ˈout / the ˈgirl passed ˈout / she ˈpassed out in ˈchurch
- ˈmake up a ˈstory / ˈmake a ˈstory up / ˈmake it ˈup
- ˈput off the ˈtrip / ˈput the ˈtrip off / ˈput it ˈoff
- ˈsort out the ˈproblem / ˈsort the ˈproblem out / ˈsort it ˈout
Unit 6 – Exercise 4
Place prosodic stress on all the possible syllables in the following utterances. Explain your choices.
-
- The supermarket was full.
- I landed in Manchester airport.
- They live in Manchester.
- I’ve been to so many places.
- A: What’s your address? B: 7 Victoria Street; sorry, Victoria Lane.
- Hold on! He’s coming back!
- Answers
-
-
- The ˈsupermarket was ˈfull.
- I ˈlanded in ˈManchester ˈairport.
- They ˈlive in Manˈchester.
- I’ve been to so ˈmany places.
- A: What’s your aˈddress? B: 7 Vicˈtoria Street; sorry, Victoria ˈLane.
- ˈHold ˈon! He’s ˈcoming ˈback!Hold on! He’s coming back!
-
Unit 6 – Exercise 5
Place nuclear stresses in the following utterances, so that the implications are those stated in brackets.
-
-
- Send it to me this time ! (not to my mother).
- Will you go with her tomorrow? (because I can´t).
- Speak to him ! (don’t just text him).
- He is not coming tomorrow (he’s expected two days later).
-
- Answers
-
- Send it to me this time! (not to my mother)
- Will you go with her tomorrow? (I can´t)
- Speak to him ! (don’t just text him)
- He is not coming tomorrow(he’s expected two days later)
- I don’t want one!(please don’t insist)I don’t want one! (please don’t insist)
Unit 6 – Exercise 6
Place intonation boundaries where appropriate, using single and double bars; punctuation is not given. ∣ :
-
-
- Publicis and Omnicom two of the world's biggest ad firms scrap plans to create the world's biggest advertising company.
- The most impressive images this week from science tech and health include the birth of the Universe edible scorpions and a bear with a slipped disc.
- When they were all gone the nurses cleared the room.
- John can you give me a hand.
- John can you give me a hand please.
-
- Answers
-
- Publicis and Omnicom ∣ two of the world's biggest ad firms ∣ scrap plans to create the world's biggest advertising company ∣∣
- The most impressive images this week from science ∣ tech ∣ and health ∣ include the birth of the Universe edible scorpions ∣ and a bear with a slipped disc ∣∣
- When they were all gone ∣ the nurses cleared the room ∣∣
- John ∣ can you give me a hand ∣∣
- John ∣ can you give me a hand ∣ please ∣∣
- However ∣ after they were examined ∣ everyone agreed in the end ∣∣However after they were examined everyone agreed in the end
Unit 6 – Exercise 7
The following English words all have Spanish cognates.
Write their broad transcription paying special attention to correct stress placement.
|
combinatory |
interesting |
|
concurrence |
personalised |
|
creative |
pessimistic |
|
detailed |
picturesque |
|
distinguish |
pioneer |
|
elaborate |
processing |
|
fortuitous |
tendency |
|
identifiable |
variable |
Now pay attention to the suffixes used to form these words and reflect on the role they play in stress placement.
Have any of them caused the stress to change position?
Do any suffixes carry primary stress themselves?
- Answers
-
combinatory
/kəmˈbaɪnətəri/
concurrence
/kəŋˈkʌrəns/
creative
/kriˈeɪtɪv/
detailed
/ˈdiːteɪld/
/dɪˈteɪld/
distinguish
/dɪsˈtɪŋɡwɪʃ/
elaborate
/ɪˈlæbəreɪt/
fortuitous
/fɔːˈtjuːɪtəs/
identifiable
/aɪˈdentɪfaɪəbl̩/
/aɪˌdentɪˈfaɪəbl̩/
interesting
/ˈɪntrəstɪŋ/
personalised
/ˈpɜːsənəlaɪzd/
pessimistic
/ˌpesɪˈmɪstɪc/
Different primary stress position in pessimist.
picturesque
/ˌpɪkʧərˈesk/
Different primary stress position in picture.
Primary stress on the suffix.
pioneer
/ˌpaɪəˈnɪə/
Primary stress on the suffix.
processing
/ˈprəʊsəsɪŋ/
tendency
/ˈtendənsi/
variable
/ˈveəriəbl̩/
Audio exercises
Unit 6 – Exercise 1
Stress notation.
Listen and repeat the following two-, three- and four-syllabled words.
Note down where the stress is, using the diachritic before the stressed syllable.
|
2- syllabled |
again |
bacon |
behave |
bible |
discuss |
|
3- syllabled |
attractive |
photograph |
consider |
persistent |
library |
|
4- syllabled |
contradicting |
dictionary |
directory |
photographic |
insoluble |
|
5- syllabled |
etymology |
vocabulary |
pronunciation |
electricity |
assimilation |
- Answers
-
2- syllabled aˈgain ˈbacon beˈhave ˈbible disˈcuss
3- syllabled aˈttractive ˈphotograph conˈsider perˈsistent ˈlibrary
4- syllabled contraˈdicting ˈdictionary diˈrectory photoˈgraphic inˈsoluble
5- syllabled etyˈmology voˈcabulary pronunˈciation elecˈtricity assimiˈlation
Unit 6 – Exercise 2
Stress notation patterns.
Identification.
When you hear the number, pronounce the word and note down where the stress is, using the diachritic before the stressed syllable.
Then listen and repeat carefully.
|
1. banana |
2. project |
3. police |
4. unpack |
5. national |
|
6. apple |
7. photography |
8. identify |
9. pyramid |
10. nation |
|
11. prefer |
12. conference |
13. winter |
14. suburban |
15. vegetable |
|
16. pronunciation |
17. laboratory |
18. alone |
19. private |
20. sorry |
- Answers
-
1. baˈnana 2. ˈproject 3. poˈlice 4. unˈpack 5. ˈnational
6. ˈapple 7. phoˈtography 8. iˈdentify 9. ˈpyramid 10. ˈnation
11. preˈfer 12. ˈconference 13. ˈwinter 14. subˈurban 15. ˈvegetable
16. pronunˈciation 17. ˈlaboratory 18. aˈlone 19. ˈprivate 20. ˈsorry
Unit 6 – Exercise 3
Word pairs with variable stress.
Production.
When you hear the number, pronounce the word given with the right stress according to what part of speech is indicated.
Mark the stresses using the diachritic before the stressed syllable.
Then, listen and repeat carefully.
|
1. accent (n.) |
2. compact (adj.) |
3. compound (vb.) |
|
4. conflict (vb.) |
5. content (adj.) |
6. contract (n.) |
|
7. export (vb.) |
8. frequent (vb.) |
9. insult (n.) |
|
10. perfume (n.) |
11. produce (n.) |
12. project (vb.) |
|
13. record (vb.) |
14. transplant (n.) |
15. subject (vb.) |
- Answers
-
1. ˈaccent (n.)
2. ˈcompact (adj.)
3. comˈpound (vb.)
4. conˈflict (vb.)
5. conˈtent (n.)
6. ˈcontract (adj.)
7. exˈport (vb.)
8. freˈquent (vb.)
9. ˈinsult (n.)
10. ˈperfume (n.)
11. ˈproduce (n.)
12. proˈject (vb.)
13. reˈcord (vb.)
14. ˈtransplant (n.)
15. subˈject (vb.)
Unit 6 – Exercise 4
Suffixes which do not affect the pronunciation of the stem.
Production.
When you hear the stem, pronounce the inflected word (note that there may be a change in the quality of the vowel).
Then, listen and repeat carefully.
|
1. laughable |
2. carriage |
3. natural |
4. currency |
5. christen |
|
6. gardener |
7. beautiful |
8. apologise |
9. finalist |
10. compassionless |
Unit 6 – Exercise 5
Stress-shifting suffixes.
Production.
When you hear the stem, pronounce the inflected word.
Then, listen and repeat carefully.
|
1. advantageous |
2. cinematography |
3. adverbial |
4. Canadian |
5. alcoholic |
|
6. medicinal |
7. conception |
8. laborious |
9. acidity |
10. particular |
Unit 6 – Exercise 6
Stress-carrying suffixes.
Production.
When you hear the stem, pronounce the inflected word.
Then, listen and repeat carefully.
|
1. lemonade |
2. dogmatic |
3. circulation |
4. refugee |
5. mountaineer |
|
6. instrumental |
7. residential |
8. Bolognese |
9. propriety |
10. herself |
Unit 6 – Exercise 7
Compounds.
Production.
When you hear the number, pronounce the compound and note down where the stress is.
Then, listen and repeat carefully.
|
1. airport |
2. typewriter |
3. Irish cofee |
4. apple tie |
5. breakfast |
|
6. right wing |
7. cowboy |
8. brand-new |
9. good-looking |
10. income |
- Answers
1.ˈairport 2. ˈtypewriter 3. Irish ˈcoffee 4. apple ˈpie 5. ˈbreakfast
6. right ˈwing 7. ˈcowboy 8. brand-ˈnew 9. good-ˈlooking 10. ˈincome
Unit 6 – Exercise 8
Rhythmical variations.
Listen and repeat the following pairs, noticing beat adjustment.
Mark the stresses using the diachritic before the stressed syllables.
|
1. He went to the car-park |
the car-park is full |
|
2. At Heathrow airport |
the train to Heathrow |
|
3 . A hand-made quilt |
the quilt is hand-made |
|
4. She’s home already |
she’s already left |
|
5. A letter from the princess |
a letter from Princess Anne |
- Answers
-
1. He ˈwent to the car-ˈpark
the ˈcar-park is ˈfull
2. At ˈHeathrow ˈairport
the ˈtrain to Heathˈrow
3. A ˈhand-made ˈquilt
the ˈquilt is hand-ˈmade
4. She’s ˈhome alˈready
she’s ˈalready ˈleft
5. A ˈletter from the prinˈcess
a ˈletter from ˈPrincess ˈAnne
Unit 6 – Exercise 9
Read the following passage aloud, paying special attention to lexical words, carrying primary stress, and grammatical words, which lose it, as marked.
Listen first.
GWe Gshall Ldisˈtinguish Lphoˈnetics Gfrom Lphoˈnology Gfor Lmethodoˈlogical Lˈreasons Gand Gbecause Git Lˈseems Lˈtrue Gthat Lphoˈnetics Gcan Gbe Lˈstudied Gwithout Lˈever Lˈreally ˈgoing Ginto Lphoˈnology, Gwhile Lphoˈnology Gis Lˈclosely Ldeˈpendent Gon Lphoˈnetics Gfor Gthe Lˈdata Gon Gwhich Git Lreˈlies Gto Lpurˈsue Gits Lˈarguments.
Unit 6 – Exercise 10
Listen to the following conversation and mark the intonation boundaries that you hear, using single ∣ and double ∣ ∣ bars.
No punctuation is given.
A: Hello
B: come in can I help you Ann
B: I was wondering actually if I could talk to you about my marks
A: Of course sit down would you like a cup of tea
B: Thanks Dr Brown you gave me my assignment last week can we go over it
A: Well first of all I must say I was pleasantly surprised you have improved in the last term now having said that I must admit I was expecting a better essay from you Ann
B: I know I should have done better I know I should’ve you see I’ve had some family problems lately and I haven’t been able to focus however
- Answers
-
A: Hello∣ ∣
B: come in ∣ can I help you ∣ Ann∣ ∣
B: I was wondering ∣ actually ∣ if I could talk to you ∣ about my marks ∣ ∣
A: Of course ∣ sit down would you like a cup of tea ∣ ∣
B: Thanks ∣ Dr Brown ∣ you gave me∣ my assignment last week ∣… can we go over it ∣ ∣
A: Well ∣ first of all ∣ I must say I was pleasantly surprised ∣ you have improved in the last term∣ ∣ now ∣ having said that ∣ I must admit I was expecting a better essay from you ∣ Ann
B: I know ∣ I should have done better ∣ ∣ I know I should’ve ∣ ∣ you see ∣ I’ve had some family problems lately ∣ and I haven’t been able to focus ∣ ∣ however ∣
Unit 6 – Exercise 11
Pronounce the following utterances with the appropriate intonation boundaries.
Then, listen and repeat (no orthographic punctuation is given).
- Tropical storms have been migrating northwards a paper in Nature says
- The Facebook Translation Department will make Bolivian a language option
- More than 500 museums galleries and historic spaces across France are keeping their doors open
- John as far as I can tell they’re in better shape than I am
- Look she works out every week she is strong she's doing great
- In September 2012 a man in his forties was found dead in Shetland Avenue a suburban street in West Nottingham
- A set of six Andy Warhol self-portraits created a year before his death sold at an auction for $40m
Unit 6 – Exercise 12
Listen and repeat.
Listen to the following utterances and repeat them with the tone indicated:
Part 1: monosyllables:
|
Fall |
\ yes |
\ blue |
\ now |
\ four |
\ so |
\ me |
\ Tom |
\ please |
\ good |
\ then |
|
Rise |
/ yes |
/ blue |
/ now |
/ four |
/ so |
/ me |
/ Tom |
/ please |
/ good |
/ then |
|
Fall-Rise |
\/ yes |
\/ blue |
\/ now |
\/ four |
\/ so |
\/ me |
\/ Tom |
\/ please |
\/ good |
\/ then |
|
Rise-Fall |
/\ yes |
/\ blue |
/\ now |
/\ four |
/\ so |
/\ me |
/\ Tom |
/\ please |
/\ good |
/\ then |
|
Level |
-- yes |
-- blue |
-- now |
-- four |
-- so |
-- me |
-- Tom |
-- please |
-- good |
-- then |
Part 2: polysyllables:
|
Fall |
\ absolutely |
\ answered |
\ never |
\ with them |
\ exactly |
|
Rise |
/ absolutely |
/ answered |
/ never |
/ with them |
/ exactly |
|
Fall-Rise |
\/ absolutely |
\/ answered |
\/ never |
\/ with them |
\/ exactly |
|
Rise-Fall |
/\ absolutely |
/\ answered |
/\ never |
/\ with them |
/\ exactly |
|
Level |
-- absolutely |
-- answered |
-- never |
-- with them |
-- exactly |
Unit 6 – Exercise 13
Listen and repeat each minimal pair.
|
1. / no – \ no |
2. \/ however – /\ however |
3. \/ really – \ really |
|
4. \ what – \/ what |
5. \ at last – / at last |
6. \/ anyway – \ anyway |
|
7. \/ oh – / oh |
8. / Helen – \/ Helen |
9. / sure – \ sure |
Unit 6 – Exercise 14
Production of tones.
After hearing the number, pronounce each utterance with the tone indicated.
When you hear it, repeat it again carefully.
|
1. \ well |
2. / stop |
3. \ thanks |
4. /\ hmmm |
5. \/ my |
|
6. \ thank you |
7. \/ excuse me |
8. /\ O.K |
9. \/ another one |
10. / expensive |
Unit 6 – Exercise 15
Identification of tones.
You will hear each utterance twice.
Write the symbol identifying the correct tone.
|
1. green |
2. hot |
3. who |
4. five |
5. out |
|
6. definitely |
7. probably |
8. perhaps |
9. for her |
10. maybe |
- Answers
-
-
carton of milk.
1. \/ green 2. / hot 3. \ who 4. /\ five 5. \/ out
6. / definitely 7. \ probably 8. \/ perhaps 9. / for her 10. /\ maybe
-
Unit 6 – Exercise 16
Accentual function of intonation.
Place the nuclear stress on all the possible words in the following utterances.
Then, listen and repeat. Listen to the example:
Example:
- I only bought one carton of milk
- I only bought one carton of milk
- I only bought one carton of milk
- I only bought one carton of milk
- I only bought one carton of milk
- I only bought one carton of milk
- I’m not driving to the station
- They will buy the microwave next week
- When’s he playing?
Unit 6 – Exercise 17
Grammatical function of intonation. Identification. Pronounce each of the following utterances in two different ways (i.e. placing the intonation boundary at a different place), so that different syntactic structures are illustrated. No punctuation marks are given. Listen to the example.
Example
My friends ∣ who live in Lancaster ∣ arrived yesterday ∣∣
My friends who live in Lancaster ∣ ∣ arrived yesterday ∣∣
- The boy and the girl in blue are my students
- They called John a doctor
- I saw Mary Salome Mary’s sister and Miriam
- This is my friend Ann
- The children who fell suddenly got up
- You know I haven’t finished
- Tell the children to finish more quickly
- He’s leaving Susan
- They stopped to read the minutes
- The firefighters who behaved bravely were rewarded
- Mary my neighbour will come round this evening
- A woman without her man is nothing
- Answers
-
1.
The boy and the girl in blue ∣ are my students∣ ∣
The boy ∣ and the girl in blue ∣ are my students∣ ∣
2.
They called John a doctor∣ ∣
They called John ∣ a doctor∣ ∣
3.
I saw Mary ∣ Salome Mary’s sister ∣ and Miriam∣ ∣
I saw Mary ∣ Salome ∣ Mary’s sister ∣ and Miriam∣ ∣
4.
This is my friend Ann∣ ∣
This is my friend ∣ Ann∣ ∣
5.
The children who fell suddenly ∣ got up∣ ∣
TThe children ∣ who fell suddenly ∣ got up∣ ∣
6.
You know I haven’t finished∣ ∣
You know ∣ I haven’t finished∣ ∣
7.
Tell the children to finish more quickly∣ ∣
YTell the children ∣ to finish more quickly∣ ∣
8.
He’s leaving Susan∣ ∣
He’s leaving ∣ Susan∣ ∣
9.
They stopped to read the minutes∣ ∣
They stopped ∣ to read the minutes∣ ∣
10.
The firefighters who behaved bravely ∣ were rewarded ∣ ∣
The firefighters ∣ who behaved bravely ∣ were rewarded
11.
Mary ∣ my neighbour will come round this evening∣ ∣
Mary ∣ my neighbour ∣ will come round this evening∣ ∣
12.
A woman without her man ∣ is nothing∣ ∣
A woman ∣ without her ∣ man is nothing∣ ∣
Unit 6 – Exercise 18
- Attitudinal function of intonation in context. Pronounce the utterances in Column B as indicated.
Listen and repeat carefully. Explain the attitude expressed.
|
1. A: They will be arriving tomorrow. |
B: / Tomorrow |
|
2. A: When are they coming? |
B: \ Tomorrow |
|
3. A: Is that school cheap or expensive? |
B: \/ Cheap |
|
4. A: You know, they married in secret. |
B: \/ Never |
|
5. A: Did I tell you about my job? |
B: \ No |
|
6. A: Did I tell you about my job? |
B: / No |
|
7. A: Did I tell you about my job? |
B: /\ No |
|
8. A: Did I tell you about my job? |
B: \/ No |
|
9. A: Did I tell you about John? |
B: /\ No |
|
10. A: John’s coming tomorrow! |
B: \ Really |
- Answers
-
- B: / Tomorrow. A rise is generally understood as a prompt for conversation to continue or to mean that there is something else to follow.
- B: \ Tomorrow. A fall is considered a neutral tone, denoting a sense of conclusiveness.
- B: \/ Cheap. A fall-rise conveys a sense of hesitation or reservation.
- B: \/ Never! Same as number 3.
- B: \ No. Same as number 2.
- B: / No? Same as number 1.
- B: /\ No. The connotations of a rise-fall are those of the expression of strong feelings, such as surprise, doubt and (dis-)approval.
- B: \/ No. Same as number 3.
- B: /\ No. Same as number 7.
- B: \ Really. Same as number 2
Unit 6 – Exercise 19
Attitudinal function of intonation in context. Imagine a dialogue between A and B.
Provide possible utterances for A for each of the following turns of B. Explain B’s attitude. For example: If B says /one (with rising intonation), A could have said: “Would you like one?”, in which case B’s reply means [only one?].
|
1. /blue |
2. \oh |
3. /no |
4. \yes |
5. \/late |
|
6. /don´t know |
7. /so |
8. \/ Susan |
9. /tomorrow |
10 \/ by car |
Unit 6 – Exercise 20
Discourse function of intonation. Listen and repeat the following utterances with falling intonation (no punctuation is given).
- Open your books
- Where is the concert
- We’re going to France in the summer
- What a good idea
- What’s your name
Unit 6 – Exercise 21
Discourse function of intonation.
Production.
After you hear the number, pronounce the following utterances with a falling intonation (no punctuation is given) Then listen and repeat carefully.
- Where do you live
- Be reasonable
- My car broke down on the motorway
- Who came with you
- How important she feels now
- Don’t talk so loud
- How old are you
- Wait a second
- She doesn’t help me at week-ends
- Why don’t you like it
Unit 6 – Exercise 22
Discourse function of intonation.
Listen and repeat the following utterances with rising intonation (no punctuation is given).
- Do you like tea
- When I saw you I couldn’t believe it
- Wait a second
- When’s he coming
- Can you swim
Unit 6 – Exercise 23
Discourse function of intonation.
Production.
After you hear the number, pronounce the following utterances with a rising intonation (no punctuation is given).
Then listen and repeat carefully.
- Are we going on holidays this summer
- Who is coming on Sunday
- Can’t they come later
- Have you ever been to Spain before
- My friends had some good maps boots and a torch
- Do you know his name
- Where are we going
- Did they enjoy the film
- May I come in
- Don’t tell your brother
Unit 6 – Exercise 24
Discourse function of intonation.
Production.
After you hear the number, pronounce the following utterances with appropriate (default) intonation (no punctuation is given). Then listen and repeat carefully.
- I’ll give you a new one
- Are we visiting grandma on Sunday
- Put the books there
- How old is your teacher do you know
- Good Lord how old
- Doesn’t your mum know you’re here
- Don’t tell me that
- You can sing really high
- It’s amazing
- Isn’t it amazing
Unit 6 – Exercise 25
Discourse function of intonation.
Identification.
Listen to the following utterances and identify whether they are statements, commands or questions (no punctuation is given).
- Got the keys
- Wait a minute
- Don’t know the answer
- Doesn’t he like it
- Put the light out
- Can’t think why
- She went to bed late
- Tell me the truth
- Must be true
- Doesn’t care
- What a lovely day
- In the train
- Will you keep quiet
- Bring it tomorrow
- John’s coming tomorrow
- Answers
-
- / Got the keys
- \/ Wait a minute
- / Don’t know the answer
- \ Doesn’t he like it
- / Put the light out
- \/ Can’t think why
- / She went to bed late
- \ Tell me the truth
- / Must be true
- \ Doesn’t care
- \ What a lovely day
- \/ In the train
- / Will you keep quiet
- \/ Bring it tomorrow
- / John’s coming tomorrow
Unit 6 – Exercise 26
Tag-questions.
Pronounce the tag-questions following, according to the information indicated.
Then, listen and repeat.
- John’s coming to the party, \ isn’t he? (confirmation)
- They’re staying at home, \ aren’t they? (confirmation)
- My aunt hasn’t been out recently, \ has she? (confirmation)
- The money won’t be found, \ will it? (confirmation)
- She can’t change it now, / can she? (true question)
- Be quiet, / will you? (softening)
- Be quiet, / won’t you? (insistent)
- A: Mary’s taking her driving test. B: / is she? (inviting; surprise)
- A: Mary’s taking her driving test. B: /\ is she? (lack of interest)
- A: Mary’s taking her driving test. B: is she? / (expressing doubt)