XII Contents
Lesson 6. PRESTRESSED-ONE ENDINGS AND OVERVIEW OF THE ROLE OF ENDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 1. Shortcut version of the BROSA for words with prestressed-one (PS-1) endings . . . . . . . . . . . . . . . . . . . .37 2. Classifying words according to the behaviour of the ending: stress active or stress neutral . . . . . . . . . . .38 3. A few tricky endings in –y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 4. Sentences for practice
+ Basic work on intonation
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Lesson 7. STRESSING WORDS WITH AN INSEPARABLE PREFIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 1. Two-syllable monocategorial prefixed verb: stress the base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 2. Three-syllable monocategorial prefixed verb with a one-syllable base: stress the base . . . . . . . . . . . . . . .44 3. Two-syllable prefixed noun-verb pairs: identical or different stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 4. Sentences for practice
+ Basic work on intonation
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Lesson 8. FINAL STRESS AND RETRACTED FINAL STRESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 1. Final stress for words with a French ending . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 2. Final Stress or retracted final stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 3. Two different pronunciations for –ate depending on the grammatical category . . . . . . . . . . . . . . . . . . .52 4. Retracted Final Stress: recognising prestressed-two (PS-2) endings . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 5. Sentences for practice
+ Basic work on intonation
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Lesson 9. STRESSING WORDS WITH A SEPARABLE PREFIX AND STRESS SHIFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 1. Separable prefix used with a verb or adjective: full vowel and secondary stress . . . . . . . . . . . . . . . . . . . .55 2. Separable or inseparable prefix?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 3. Separable prefix on a noun: full vowel and often primary stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 4. Stress shift to avoid having two primary stresses too close together . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 5. Sentences for practice
+ Basic work on intonation
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Lesson 10. STRESS-NEUTRAL AND MIXED ENDINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 1. Stress-neutral endings (the Germanic Model). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 2. The (mixed-behaviour) endings –able, –ible and –ism: one phonological syllable . . . . . . . . . . . . . . . . . . .62 3. Mixed-behaviour endings (the Germanic Model versus the Latinate Model). . . . . . . . . . . . . . . . . . . . . . .62 4. Sentences for practice
+ Basic work on intonation
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Lesson 11. STRESSING COMPOUND WORDS – PART 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 1. Three groups of ‘exceptional’ compound nouns with primary stress on Element B . . . . . . . . . . . . . . . . .68 2. Compound nouns: the normal stress pattern and the ‘exceptional’ one . . . . . . . . . . . . . . . . . . . . . . . . .68 3. Compound nouns and adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 4. Hyphenated compound adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 5. Sentences for practice
+ Basic work on intonation
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Lesson 12. STRESSING COMPOUND WORDS – PART 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 1. Compound verbs and phrasal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 2. Compound or syntactic phrase? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74