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II. TEIL.

Übungen für die Aussprache.

Zum Lesen, nicht zum Auswendiglernen.

Exercises.

These exercises have been prepared for the purpose of pointing out the way in which special stress is laid on certain syllables. Just as the student of music devoteshours to the practice of finger-exercises before he proceeds to the works of the great masters, and the student of singing to the pronunciation of each vowel before he attempts to sing songs, so must the student of English learn the relative value of words before he begins to read. The sound of a word pronounced alone is often very different from the sound of the same word spoken in a sentence, and how to recognise this and give each word its proper value in a sentence, is the secret contained in the following exercises. Some are for the practice of the commonest words, and some for the correction of the commonest errors into which the foreigner falls. I am very anxious that the value of these harmlesslooking little exercises should be understood. An inexperienced teacher will see nothing in them at all, and will think that it would be impossible for anyone to make a mistake over, say, the first sentence, "It was long".

But let me show you. Take the two sentences "It was long", and "I don't know how it was”, and see how differently you pronounce the word "was" in these two instances. The foreigner, however, pronounces it in

both alike, and if you consider how frequently the word "was" occurs in reading or in conversation, you will realise what a difference it will make when he learns how to say this one word as we say it.

Try the next sentences in the same way. For instance, "We were out", and "I didn't know where you were".

"A cup of tea", and "What is bread made of?" "A letter from home", and "Where does coffee come from?" As we pronounce the word (“was”, “were”, "of" "from") in the comparatively rare cases in which it stands at the end of the sentence, so the foreigner pronounces it always, and there are very few who notice this difference without having their attention drawn to it. I know that some teachers are very lenient in the matter of pronunciation, and think that the foreigner who has never been in England must speak with an accent; but this is quite unnecessary, and a proper use of the exercises will prove it. The practice of the long words in the latter exercises will give the pupil that natural instinct, which guides the English reader in attacking long and unfamiliar words in English. He must, for instance, learn that "connection" is not "connection", that "difficult" is not difficult, and the right accentuation of similar words will follow as a matter of course.

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3.

A cup of tea.
A glass of water.
A pound of meat.
A loaf of bread.

4.

Boys and girls.

Men and women.

Bread and butter.

Summer and winter.

5.

For my mother's birthday.
For my sister's house.
For the new garden.
For to-morrow's dinner.

6.

A letter from home.

A message from my father.
A dress from London.
A parcel from Berlin.

7.

I am going to bed.
I am going to Paris.
I am going to sing.
I am going to write.

8.

She spoke to her father.
She wore her new hat.

She sent her sister away.
She sang her song.

9.

Go into the garden.

We are going into the house.

We went into the water.

We looked into the glass.

10.

As tall as I.

As long as my finger.
As cold as ice.

As white as snow.

11.

I patted the cat, that sat on the mat beside my

old hat.

It was cold in the old gold room.

12.

Shakespeare was an Englishman and a very great man. Did you see the man running?

This man is a friend of mine.

My uncle is a Frenchman.

13.

This man and these women.
This coat and these hats.
This room and these houses.
This flower and these leaves.

14.

The other day.
The old man.

The aunt's house.

The angry father.

15.

We were at home.

My father was at the meeting.

My mother was at the ball.
My other brother is at school.

16.

We said that it was wrong.
We heard that he was there.
We knew that it was late.
We saw that he was blind.

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