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Pronuncia tion Acti vi ti e s (Unit 4) Shi f ting emphati c str e s s A. With a partner, study each exchange, paying attention to the changes in emphatic stress. S TUDENT A
S TUDENT B
1. How angry is Rita at Jack?
She’s R EA L LY ticked off at Jack.
2. Are they getting along now?
No. She’s really T I CKED O F F at Jack.
3. Is Rita angry at M E?
No. She’s really ticked off at J A CK.
S TUDENT B
S TUDENT A
4. What time did she say to come?
I’m P RET TY sure Kate said to come after N INE.
5. Didn’t B IL L say to come after nine?
No. I’m pretty sure K ATE said to come after nine.
6. BE FO RE nine or A FT ER nine?
I’m pretty sure Kate said to come A FT ER nine.
S TUDENT A
S TUDENT B
7. What’s Mark’s problem?
He’s C O MP L E T E LY unable to say no.
8. He’s unable to say W HAT?
He’s completely unable to say N O .
9. You mean Y OU can’t say no?
No. H E’S completely unable to say no.
S TUDENT B
S TUDENT A
10. So, you L IKE being a perfectionist?
No. I wish I W EREN’ T such a perfectionist.
11. You wish you weren’t L AZY?
No. I wish I weren’t such a P ERFE C TI ONIS T .
12. A L O T of people are perfectionists.
Well, I wish I weren’t such a perfectionist.
B. Now practice saying each exchange aloud with a partner, using emphatic stress on different words in a sentence. Place emphatic stress on the highlighted words.
Summit 2 Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.
Unit 4
