Pronunciation: Stress and Rhythm in Sentences for TOEFL

Say the sentence out loud:

Submit your report by noon.

Submit your report by noon.

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Say the sentence out loud:

You finished the assignment, didn’t you?

Use rising intonation when it’s a real question.
Use falling intonation when your question is confirmation.

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Say the sentence out loud:

She can drive, can’t she?

Use rising intonation when it’s a real question.
Use falling intonation when your question is confirmation.

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Say the sentence out loud:

Please submit your application online.

Please submit your application online.

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Say the sentence out loud:

The project needs more funding.

The project needs more funding.

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Say this phrase out loud:

he is

hee-yiz

He is a student.

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Say this phrase out loud:

go out

go-wout

I like to go out with my friends.

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Say the sentence out loud:

Please review the final draft.

Please review the final draft.

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Say this phrase out loud:

best choice

besh choice

This is the best choice available.

The /t/ in “best” changes to /ʃ/ before the /ʧ/ in “choice” because the sounds are similar.

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Say the sentence out loud:

She likes reading, writing, and drawing.

Use rising intonation on each item, falling on the last.

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Say this phrase out loud:

cold drink

col’ drink

Would you like a cold drink?

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Say this phrase out loud:

most people

mos’ people

Most people agree with this idea.

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Say this phrase out loud:

that case

thak case

In that case, we should proceed.

The /t/ in “that” changes to /k/ before the /k/ in “case” for easier articulation.

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Say the sentence out loud:

That’s amazing!

Use rise-fall intonation for strong emotion or emphasis.

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Say the sentence out loud:

The library closes at midnight.

The library closes at midnight.

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Say this phrase out loud:

in Paris

im Paris

The conference is in Paris.

The /n/ in “in” becomes /m/ before the /p/ in “Paris” because both /m/ and /p/ use the lips.

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Say this phrase out loud:

we agree

wee-yagree

We agree on the answer.

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Say the sentence out loud:

The meeting starts at eight.

The meeting starts at eight.

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Say the sentence out loud:

You did it!

Use rise-fall intonation for strong emotion or emphasis.

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Say the sentence out loud:

I finished my homework.

Use falling intonation for statements.

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Say this phrase out loud:

they are

they-yare

They are in the library.

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Say this phrase out loud:

next time

nex’ time

Next time, please arrive early.

Sometimes, sounds are left out for easier, faster pronunciation. This is a feature of connected speech called elision.

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Say this phrase out loud:

have an hour

ha-van, a-nour

I have an hour.

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Say the sentence out loud:

Are you ready for the exam?

Use rising intonation for questions.

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# Say the sentence out loud: The professor canceled the exam.

The **professor** **canceled** the **exam**.

# Say the sentence out loud: The results were significant.

The **results** were **significant**.

# Say the sentence out loud: Submit your proposal next week.

**Submit** your **proposal** **next** **week**. ## Footnote Sometimes, sounds at word boundaries are joined for smoother speech. This is a feature of **connected speech** called **linking**.

# Say the sentence out loud: Did you understand the lecture?

## Footnote Use rising intonation for questions.

# Say this phrase out loud: must be

must be | *mus’ be* ## Footnote ****

# Say this phrase out loud: did you

did you | *didja* ## Footnote **Did you** finish your homework?

# Say the sentence out loud: The office opens at seven.

The **office** **opens** at **seven**. ## Footnote You're working on *sentence stress*. In English, the important words are stressed (emphasized). To use rhythm while speaking, try to keep the time between the main stressed words equal.

# Say this phrase out loud: green beans

green beans | *greem beans* ## Footnote **Green beans** are nutritious. The skill for this comes simply from noticing and trying it yourself. Don't memorize these rules - just listen and repeat. The /n/ in "green" becomes /m/ before the /b/ in "beans" because /m/ and /b/ are both made with the lips.

# Say the sentence out loud: Did you finish your assignment?

## Footnote You're working on **intonation**. Use rising intonation at the end to signal a question.

# Say this phrase out loud: has a good idea

has a good idea | *ha-za*, *goo-didea* ## Footnote He **has a good idea**.

# Say this phrase out loud: would you

would you | *wouldja* ## Footnote **Would you** like to come with us?

# Say the sentence out loud: We need pens, paper, and folders.

## Footnote Use rising intonation on each item of a list, falling on the last.

# Say the sentence out loud: The seminar begins after lunch.

The **seminar** **begins** after **lunch**.

# Say the sentence out loud: Please attach the file below.

Please **attach** the **file** **below**.

# Say the sentence out loud: Maybe I’ll join you later.

## Footnote Use fall-rise intonation to suggest hesitation or uncertainty.

# Say the sentence out loud: You’re coming to the party, aren’t you?

## Footnote Use rising intonation when it's a real question. Use falling intonation when your question is confirmation.

# Say this phrase out loud: do it

do it | *do-wit* ## Footnote **Do it** after class.

# Say the sentence out loud: I don’t really know.

## Footnote Use fall-rise intonation to suggest hesitation or uncertainty.

# Say the sentence out loud: Research shows that exercise improves memory.

**Research** **shows** that **exercise** **improves** **memory**.

# Say the sentence out loud: Join the conference call at nine.

**Join** the **conference** **call** at **nine**.

# Say the sentence out loud: She wanted coffee, not tea.

She wanted **coffee**, not **tea**. ## Footnote Emphasize the contrasting word to highlight correction or focus.

# Say this phrase out loud: last chance

last chance | *lash chance* ## Footnote This is your **last chance** to register. The /t/ in "last" changes to /ʃ/ before the /ʧ/ in "chance" because /ʃ/ and /ʧ/ are similar sounds.

# Say the sentence out loud: The article discusses global warming.

The **article** discusses **global** **warming**.

# Say the sentence out loud: What a beautiful day!

## Footnote Use rise-fall intonation for strong emotion or emphasis.

# Say this phrase out loud: ten books

ten books | *tem books* ## Footnote She read **ten books** last semester. The /n/ in "ten" changes to /m/ before the /b/ in "books" for easier pronunciation.

# Say the sentence out loud: The team achieved great success.

The **team** **achieved** **great** **success**. ## Footnote Listen and repeat these sentences many times to feel and express natural rhythm.

# Say the sentence out loud: I guess I can help if I have time.

## Footnote Use fall-rise intonation to suggest hesitation or uncertainty.

# Say this phrase out loud: because of

because of | *cuz-a* ## Footnote I missed the meeting **because of** the train delay.

# Say the sentence out loud: I said Tuesday, not Monday.

I said **Tuesday**, not **Monday**. ## Footnote Emphasize the contrasting word to highlight correction or focus.

# Say this phrase out loud: Read it aloud.

Read it aloud. | *ree-did-allowed*

# Say this phrase out loud: first thing

first thing | *firs’ thing* ## Footnote The **first thing** you need to do is register.

# Say the sentence out loud: Email your feedback by Friday.

**Email** your **feedback** by **Friday**.

# Say this phrase out loud: check out

check out | *che-kout* ## Footnote **Check out** the assignment online.

# Say this phrase out loud: kept quiet

kept quiet | *kep’ quiet* ## Footnote She **kept quiet** during the meeting.

# Say this phrase out loud: left side

left side | *lef’ side* ## Footnote The **left side** is shaded.

# Say the sentence out loud: We have a test tomorrow.

## Footnote Use falling intonation for statements.

# Say this phrase out loud: need it right away

need it right away | *nee-dit*, *righ-daway* ## Footnote I **need it right away**.

# Say the sentence out loud: My favorite colors are blue, green, and red.

## Footnote Use rising intonation on each item, falling on the last.

# Say the sentence out loud: The deadline was extended again.

The **deadline** was **extended** **again**.

# Say the sentence out loud: The university offers a variety of programs.

The **university** offers a **variety** of **programs**.

# Say this phrase out loud: fill out

fill out | *fil-lout* ## Footnote **Fill out** the form.

# Say the sentence out loud: She published three research papers.

She **published** **three** **research** **papers**.

# Say the sentence out loud: The professor explained the experiment.

The **professor** **explained** the **experiment**. ## Footnote Remember, each word has one stressed syllable, so that's the syllable that will be stressed for the sentence rhythm.

# Say the sentence out loud: I can’t believe it!

## Footnote Use rise-fall intonation for strong emotion or emphasis.

# Say the sentence out loud: He’s going to London, not Paris.

He’s going to **London**, not **Paris**. ## Footnote Emphasize the contrasting word to highlight correction or focus.

# Say the sentence out loud: The results were quite impressive.

The **results** were **quite** **impressive**.

# Say this phrase out loud: good grades

good grades | *goog grades* ## Footnote **Good grades** are important. Sometimes, a sound **changes** to become more like a neighboring sound. This is a feature of connected speech called **assimilation**. In this example, the /d/ in "good" becomes /g/ before the /g/ in "grades" to make pronunciation smoother.

# Say this phrase out loud: write an essay

write an essay | *wri-dan-essay* ## Footnote **Write an essay** about this topic. Remember, in American English, the "t" usually sounds like a "d" when it's between two vowel sounds.

# Say this phrase out loud: turn off

turn off | *tur-noff* ## Footnote **Turn off** your microphone.

# Say the sentence out loud: She lives in New York.

## Footnote Use falling intonation for statements.

# Say the sentence out loud: The results support our hypothesis.

The **results** **support** our **hypothesis**.

# Say the sentence out loud: Academic achievement requires discipline.

**Academic** **achievement** **requires** **discipline**. ## Footnote Sometimes all the words are important and stressed.

# Say the sentence out loud: The data confirms our prediction.

The **data** **confirms** our **prediction**.

# Say this phrase out loud: see it

see it | *see-yit* ## Footnote **See it** on the board. Sometimes, extra sounds (usually "y" or "w") are **added** between words for easier linking. This is a feature of **connected speech** called **intrusion**.

# Say this phrase out loud: could you

could you | *couldja* ## Footnote **Could you** explain that again?

# Say the sentence out loud: I bought apples, oranges, and bananas.

## Footnote Use rising intonation on each item, falling on the last.

# Say the sentence out loud: I asked for three, not two.

I asked for **three**, not **two**. ## Footnote Emphasize the contrasting word to highlight correction or focus.

# Say this phrase out loud: she asked

she asked | *she-yasked* ## Footnote **She asked** for help.

# Say the sentence out loud: It’s cold today, isn’t it?

## Footnote Use rising intonation when it's a real question. Use falling intonation when your question is confirmation.

# Say the sentence out loud: Are you coming to class?

## Footnote Use rising intonation for questions.

Pronunciation: Stress and Rhythm in Sentences Flashcards

Use stress, intonation, and rhythm to speak naturally in phrases and sentences. (84 cards)