{"id":136,"date":"2021-07-24T07:44:06","date_gmt":"2021-07-24T07:44:06","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/?post_type=chapter&p=136"},"modified":"2021-08-18T11:17:43","modified_gmt":"2021-08-18T11:17:43","slug":"syllables","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/chapter\/syllables\/","title":{"raw":"Syllables","rendered":"Syllables"},"content":{"raw":"
\r\n

Learning Objectives<\/h3>\r\n

Identify syllables in words in order to improve pronunciation<\/p>\r\n\r\n<\/div>\r\nSyllable-<\/strong> a unit of pronunciation that has one vowel sound, and may or may not be surrounded by consonants. A syllable can form a whole word or part of a word. Words have one, two, three or more syllables.\r\n

\r\n
\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

Word<\/h1>\r\n<\/td>\r\n

\r\n

Syllable Count<\/h1>\r\n<\/td>\r\n

<\/td>\r\n<\/tr>\r\n<\/thead>\r\n
book<\/td>\r\nbook<\/td>\r\n1<\/td>\r\n<\/tr>\r\n
paper<\/td>\r\npa-per<\/td>\r\n2<\/td>\r\n<\/tr>\r\n
attention<\/td>\r\nat-ten-tion<\/td>\r\n3<\/td>\r\n<\/tr>\r\n
capacity<\/td>\r\nca-pac-i-ty<\/td>\r\n4<\/td>\r\n<\/tr>\r\n
disproportionate<\/td>\r\ndis-pro-por-tion-ate<\/td>\r\n5<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\n
<\/div>\r\n
<\/div>\r\n
Syllables and word stress<\/strong>-Understanding syllables helps to understand where to place the stress (emphasis) when pronouncing a word. When a word has more than one syllable, one of the syllables is stressed (or emphasized). Here are some general guidelines for stressing the correct syllable:<\/span><\/div>\r\n
\r\n
    \r\n \t
  1. It is common to stress the first syllable.<\/li>\r\n<\/ol>\r\nExamples:<\/em> ba'\/sic, pro'\/gram.\r\n
      \r\n \t
    1. In words that have prefixes or suffixes, the stress is usually on the main root word.<\/li>\r\n<\/ol>\r\nExamples:<\/em> un\/pack\u2019 box\u2019\/es\r\n
        \r\n \t
      1. If de-, re-, ex-, in-,po-, pro-, or a- is the first syllable in a word, it is usually not stressed.<\/li>\r\n<\/ol>\r\nExamples:<\/em> de\/cay', ex\/plore'\r\n
          \r\n \t
        1. Two vowel letters together in the last syllable of a word often indicates a stressed last syllable.<\/li>\r\n<\/ol>\r\nExamples:<\/em> com\/plain' con\/ceal'\r\n
            \r\n \t
          1. When there are two of the same consonant letters within a word, the syllable before the double consonants is usually stressed.<\/li>\r\n<\/ol>\r\nExamples:<\/em> be\/gin'\/ner, let'\/ter\r\n
              \r\n \t
            1. The stress is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the second syllable before the suffix -ate.<\/li>\r\n<\/ol>\r\nExamples:<\/em> af\/fec\/ta'\/tion, dif\/fer\/en'\/ti\/ate\r\n
                \r\n \t
              1. In words of three or more syllables, one of the first two syllables is usually stressed.<\/li>\r\n<\/ol>\r\nExamples<\/em>: ac'\/ci\/dent, de\/ter'\/mine\r\n\r\n \r\n\r\n<\/div>\r\n
                \r\n
                \r\n

                tips for teaching<\/h3>\r\nOne vowel sound=one syllable.\r\n\r\nExample<\/em>: been (1), climbing (2), excellent (3)\r\n\r\n \r\n\r\nSyllables are divided by consonant sounds.\r\n\r\nExample:<\/em> climbing (2), excellent (3)\r\n\r\n \r\n\r\nClap for each vowel sound to count the number of syllables.\r\n\r\nExample:<\/em> One clap for rip, trip, strips\r\n\r\nOne clap for strength, Two claps for strengthens\r\n\r\n \r\n\r\nFor clear pronunciation, speak each syllable.\r\n\r\n<\/div>\r\n \r\n\r\n<\/div>","rendered":"
                \n

                Learning Objectives<\/h3>\n

                Identify syllables in words in order to improve pronunciation<\/p>\n<\/div>\n

                Syllable-<\/strong> a unit of pronunciation that has one vowel sound, and may or may not be surrounded by consonants. A syllable can form a whole word or part of a word. Words have one, two, three or more syllables.<\/p>\n

                \n
                \n\n\n\n\n\n\n\n\n\n
                \n

                Word<\/h1>\n<\/td>\n

                		\n

                Syllable Count<\/h1>\n<\/td>\n

                		<\/td>\n<\/tr>\n<\/thead>\n
                book<\/td>\nbook<\/td>\n1<\/td>\n<\/tr>\n
                paper<\/td>\npa-per<\/td>\n2<\/td>\n<\/tr>\n
                attention<\/td>\nat-ten-tion<\/td>\n3<\/td>\n<\/tr>\n
                capacity<\/td>\nca-pac-i-ty<\/td>\n4<\/td>\n<\/tr>\n
                disproportionate<\/td>\ndis-pro-por-tion-ate<\/td>\n5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n
                <\/div>\n
                <\/div>\n
                Syllables and word stress<\/strong>-Understanding syllables helps to understand where to place the stress (emphasis) when pronouncing a word. When a word has more than one syllable, one of the syllables is stressed (or emphasized). Here are some general guidelines for stressing the correct syllable:<\/span><\/div>\n
                \n
                  \n
                1. It is common to stress the first syllable.<\/li>\n<\/ol>\n

                  Examples:<\/em> ba’\/sic, pro’\/gram.<\/p>\n

                    \n
                  1. In words that have prefixes or suffixes, the stress is usually on the main root word.<\/li>\n<\/ol>\n

                    Examples:<\/em> un\/pack\u2019 box\u2019\/es<\/p>\n

                      \n
                    1. If de-, re-, ex-, in-,po-, pro-, or a- is the first syllable in a word, it is usually not stressed.<\/li>\n<\/ol>\n

                      Examples:<\/em> de\/cay’, ex\/plore’<\/p>\n

                        \n
                      1. Two vowel letters together in the last syllable of a word often indicates a stressed last syllable.<\/li>\n<\/ol>\n

                        Examples:<\/em> com\/plain’ con\/ceal’<\/p>\n

                          \n
                        1. When there are two of the same consonant letters within a word, the syllable before the double consonants is usually stressed.<\/li>\n<\/ol>\n

                          Examples:<\/em> be\/gin’\/ner, let’\/ter<\/p>\n

                            \n
                          1. The stress is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the second syllable before the suffix -ate.<\/li>\n<\/ol>\n

                            Examples:<\/em> af\/fec\/ta’\/tion, dif\/fer\/en’\/ti\/ate<\/p>\n

                              \n
                            1. In words of three or more syllables, one of the first two syllables is usually stressed.<\/li>\n<\/ol>\n

                              Examples<\/em>: ac’\/ci\/dent, de\/ter’\/mine<\/p>\n

                               <\/p>\n<\/div>\n

                              \n
                              \n

                              tips for teaching<\/h3>\n

                              One vowel sound=one syllable.<\/p>\n

                              Example<\/em>: been (1), climbing (2), excellent (3)<\/p>\n

                               <\/p>\n

                              Syllables are divided by consonant sounds.<\/p>\n

                              Example:<\/em> climbing (2), excellent (3)<\/p>\n

                               <\/p>\n

                              Clap for each vowel sound to count the number of syllables.<\/p>\n

                              Example:<\/em> One clap for rip, trip, strips<\/p>\n

                              One clap for strength, Two claps for strengthens<\/p>\n

                               <\/p>\n

                              For clear pronunciation, speak each syllable.<\/p>\n<\/div>\n

                               <\/p>\n<\/div>\n","protected":false},"author":432190,"menu_order":8,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-136","chapter","type-chapter","status-publish","hentry"],"part":24,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/chapters\/136","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/wp\/v2\/users\/432190"}],"version-history":[{"count":8,"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/chapters\/136\/revisions"}],"predecessor-version":[{"id":519,"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/chapters\/136\/revisions\/519"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/parts\/24"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/chapters\/136\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/wp\/v2\/media?parent=136"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/pressbooks\/v2\/chapter-type?post=136"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/wp\/v2\/contributor?post=136"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-monroe-effectivecomm\/wp-json\/wp\/v2\/license?post=136"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}