Questions & Answers on “Monday Morning” by Mark Twain

Target Audience: Polytechnic Teachers and Students in Tamilnadu
Subject: English-1, II YEAR MOP, M SCHEME
Objective: Students should be able to interpret and explain a content in English. 
Question Pattern in Exam: II. Answer any FIVE questions  each in 30 words : (5 x 2=10)
Eight questions from 4 lessons will be given in the exam and students should answer FIVE questions in 30 words.
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1. What was Tom's opinion of schools? Or What made school going on Monday odious?

Tom did not like Monday morning because, according to him, going to school is going to jail and again being in chains.  He wished that at least there was no intervening holiday that intensifies the suffering still more.

2. What was Tom’s plan? Or Why did Tom decide to hold his loose tooth in the reserve for the present?

Tom’s plan was to pretend to be sick. Then he can escape from school going.  First he thought of having a stomach pain.  But there was no symptom. Then he thought of one of his loose front teeth.  But He cannot cheat his aunty who will simply pull off the loose tooth and settle the matter.  So he kept this idea in reserve now.

3. Why did Tom decide to complain of a mortified toe? Or Why did Tom claim that he would forgive everything?

Tom once heard from a doctor that severe wound in a finger may lead to two or three week rest.  So he decided to complain of a mortified toe. He started groaning.  He even told his brother Sid that before his death,  he would forgive him for all wrongs done to him.

4.  How did Aunt Polly react to Tom’s complaint of a mortified toe?

Aunt Polly knows very well that lack of blood supply in the toe is not a serious one.  She couldn’t control her laugh.  She scolded him to stop all that nonsense.

5. How did Aunt Polly come to know of Tom’s loose tooth? / What were the dental instruments used by Aunt Polly? / How did Aunt Polly use the silk thread? / How did Aunt Polly extract the loose tooth?

When his first pretence failed, Tom told his Aunt about his loose tooth.  Then Aunt Polly asked Mary to bring a silk thread and little fire from kitchen.  These two are her dental instruments.  She tied one end of silk thread to Tom’s loose tooth and the other end to the bed post. She thrust the pan of burning coals near his face. The tooth fell hanging and everything was ok.

How to Use Contracted Forms in English Speech?

Target Audience: Polytechnic Teachers and Students in Tamilnadu and general learners of English.
Subject: English-1, II YEAR MOP, M SCHEME
Objective: Students should be able to recognise and use the contracted forms in English speech.
Question Pattern in Exam: I. d. Write the following sentences in contracted forms: (3 marks)
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What is a Contracted Form?

'Contracted form' refers to the short form of auxiliary verb used in spoken English and in informal 
written English.  For example, We use  "He's my friend" instead of "He is my friend."

Points to Remember!

1. Contracted forms are used only in fluent English Speech and in informal writing, not in formal writing.

2.  An apostrophe ( ' ) must be used to mark the contraction in the place of missing letter(s).

  

3. When the subject has two nouns or pronouns, contractions should not be used.  Example: Mala and I have seen him before.  (Mala and I' ve seen him before.)

4. More than one contraction is wrong.  Contractions are used with the subject (She's) or with the negative 'not' (isn't). They should not be used with both.( She is not a student = She’s not a student or She isn’t a student. She’sn’t a student. 

5. I am not is contracted into I’m not only. (not: I amn’t )

6. Short answers take contracted forms only in negatives, not in positive answers. Right expressions: Yes, he is. No, he hasn’t.  Wrong expression: Yes, he’s.  

7. In questions, contracted form of 'not' should be before the subject. (Why couldn’t he come?)

Rule 1: Contracted forms along with the subject

Normal  -  Contractions  -             Examples

am        -            'm        -            I am = I'm

is          -             's        -            He is = He's, She is = she's, there is = there's

are       -           're       -           They are= they're, we are = we're

have     -           've       -           I have= I've, they have = they've

has       -           ‘s         -           He has = He’s, she has = she’s

had       -           ‘d         -           He had = he’d, she had = she’d

will       -           ‘ll         -           He will = He’ll, they will = they’ll

would   -           ‘d         -           We would = We’d, You would = You’d

Rule 2 : Contracted forms used with auxiliary verb and  “not”

Negatives                     Contractions

am not              =          amn’t

is not                =          isn’t

are not              =          aren’t

was not            =          wasn’t

were not           =          weren’t

does not           =          doesn’t

do not              =          don’t

did not              =          didn’t

have not           =          haven’t

has not             =          hasn’t

had not             =          hadn’t

shall not            =          shan’t

should not         =          shouldn’t

will not             =          won’t

would not         =          wouldn’t

cannot              =          can’t

could not          =          couldn’t

need not           =          needn’t

must not           =          mustn’t

dare not            =          daren’t

ought not          =          oughtn’t

Rule 3: Contracted forms used after “here”, “there”, “now”, “question words” and “let”

Here is your money.      =          Here’s your money.

There is my house.        =          There’s my house.

Now is your turn           =          Now’s your turn.

Where is he?                =          Where’s he?

What is your name?      =          What’s your name?

Let us go.                     =          Let’s go.

Exercises with answers:

1. I am waiting for the bus.

Answer: I’m waiting for the bus.

2. She will reject it.

Answer: She’ll reject it.

3. They have just returned from the trip.

Answer: They’ve just returned from the trip.

4. Let us not quarrel.

Answer: Let’s not quarrel.

5. He will not appreciate this.

Answer : He won’t appreciate this.

6. I shall not come to you again.

Answer: I shan’t come to you again.

7. They cannot reach us.

Answer: They can’t reach us.

8. You ought not to be so late.

Answer: You oughtn’t to be so late.

9. You need not worry.

Answer: You needn’t worry.

10. Who is there?

Answer: Who’s there?

More Exercises for you:

Write the following sentences in contracted forms:

1. He is pleased with the award he has received.

2. They will reach the station at eight.

3. She says he is going away tomorrow.

4. That is the only chance they have got.

5. They are sure he will find a solution to the problem.

6. We have plenty of work to do.

7. I am sure she will succeed.

8. No one can tell us where he has gone.

9. We are sure he will be careful in future.

10. Why could you not come for the party?

Check your answers:

1. He’s pleased with the award he’s received.

2. They’ll reach the station at eight.

3. She says he’s going away tomorrow.

4. That’s the only chance they’ve got.

5. They’re sure he’ll find a solution to the problem.

6. We’ve plenty of work to do.

7. I’m sure she’ll succeed.

8. No one can tell us where he’s gone.

9. We’re sure he’ll be careful in future.

10. Why couldn’t you come for the party?

How to use strong and weak form in English Speech?

Target Audience: Polytechnic Teachers and Students in Tamilnadu and general learners of English.
Subject: English-1, II YEAR MOP, M SCHEME
Objective: Students should be able to pronounce English words with right stress pattern.
Question Pattern in Exam: I. C. Mark the strong and weak form of the words in boldface: (3 marks)
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What is a strong form? What is a weak form?

In English, grammatical words like articles, auxiliary verbs, prepositions, conjunctions and pronouns are pronounced in two different ways depending upon whether they are stressed or unstressed.  If they are stressed, their strong forms are used.  If they are not stressed, the weak forms are used.  Weak forms show the reduction of the length of the sounds, particularly weakening of the vowels in them.

For example, look at the following two sentences:

1. I’m working as a teacher at Govt. Polytechnic College for Women.

2.  Are you the manager here?  Yes, I am.

In the first sentence, there is no need to stress the word “am”, but in the second sentence, “am” is naturally stressed to draw the attention and show the confirmation.  So, we have to use the weak form in sentence one but strong form in sentence two for the auxiliary verb “am”.  Students need not write the phonetic transcription of the strong form /æm/ or weak form /m/.  They are expected just to mention as Strong form or Weak form next to the sentence.

Rules for Using Strong form:

When grammatical words such as articles and prepositions are normally used, only their weak forms are mostly used.  Their strong forms are used if only there is a necessity or importance is felt by the speaker.

Rule 1 : To draw the attention

Strong form is used to draw the attention of the listener.

Example:

1. Give me a book.  Answer: Weak form (“me” is generally/normally used”

2. Hello, it’s me!   Answer: Strong form (“me” is used with emphasis to draw the attention)

Rule 2: To show the contrast, refusal or correction

Strong form is used to correct or refuse what somebody has said.

Example:

1. Please, give me your pen.  She has to fill in her application. 

Answer: weak form (normally used)

2. It’s your mistake!  No, it’s her mistake!

Answer: Strong form (The reply shows refusal and correction)

Rule 3: Seeking clarification and confirmation

When something is doubtful, the speaker uses strong form to clear his doubts or confirm the truth in it.

1. There are no buses here from Wednesday to Friday.

Answer: Weak form (general reference)

2.  Is this train from Chennai or to Chennai?

Answer: Strong form (seeking or offering clarification and confirmation)

Rule 4: Particular reference

When you mention something in general, the weak form is used.  But when you mention something in particular, the strong form is used.

1. I’m really thirsty. Is there some orange juice in kitchen?

Answer: Weak form (general reference)

2. That ice cream looks nice.  Do you want some?

Answer: Strong form (particular reference)

3. Yes I’m sure that would help.

Answer: weak form. (general reference)

4. I hoped to secure 100% mark in the reading test.  But I spelt the word “would” wrong.

Answer: Strong form (particular reference)

Rule 5: Auxiliary verb used as a main verb in short answer

When an auxiliary verb functions as a main verb, especially in short answer to make an emphasis, the strong form is used.

1. They are going to park.

Answer: weak form. (general statement, no emphasis.)

 2.  Are they at your home now? Yes, they are.

Answer: Strong form (short answer with emphasis on “are”)

Rule 6: Prepositions at the end of a sentence

Prepositions at the end of a sentence/ question always take strong forms.

1. He is coming from Coimbatore.

Answer: Weak form (prepositions normally used)

2. Where is he coming from?

Answer: Strong form (preposition used at the end)

Rule 7: Weak forms used in contracted forms

The contracted forms of auxiliary verbs take only the weak form.

1. He’s late for the class.

Answer: Weak form (contracted form of the auxiliary verb ‘is’)

2. I’ll call you back in half an hour.

Answer: Weak form (contracted form of the auxiliary verb ‘will’)

Exercises for you

Mark the strong and weak form of the words in boldface:

1. I was in Slovenia last weekend.  What were you doing there?

2. Why weren’t you and Amy at the party? But we were.

3. What have you got there? It’s a present from Alex.

4. Is this a card for Seema’s birthday? No, it’s from Seema.

5. Why did you mark it wrong? You wrote ‘your’ instead of ‘you’.

6. We are off to Scotland again in the summer.  Are you going with your sister?

7. Can I borrow your screwdriver? What do you want it for?

8. Did the phone ring? Yes, it was for David.

9. Give it to Arthur.

10. I don’t want to.

Answers:

1. Weak, 2. Strong, 3. Weak, 4. Strong, 5. Strong, 6. Weak, 7. Strong, 8. Weak, 9. Weak,

10. Strong.

How to Pronounce English Words with Stress?

Target Audience: Polytechnic Teachers and Students in Tamilnadu and general learners of English.
Subject: English-1, II YEAR MOP, M SCHEME
Objective: Students should be able to pronounce English words with right stress pattern.
Question Pattern in Exam: Mark the stress of the words. (3 marks)
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What is a stress?

Since stress is made on a syllable, let's first know "what is a syllable?".

The unit of language which is made up of one or more speech sounds (phonemes) is called a syllable.  It is next to phoneme in hierarchy.   A word is made of one or more syllables.  

For example, 

The word "man" - has one syllable.

The word "teacher" - has two syllables.

The word - "teacher" has two syllables tea- cher.

The word - "remember" has three syllables, re- mem- ber.

The word - "decoration" has four syllables, de- co- ra- tion.

The word - "determination" has five syllables, de- ter- mi- na- tion. 

All the syllables in the word are not pronounced in the same way.  One of the syllables in the word is pronounced with greater breath force that is called stress or accent. A syllable that is stressed will be more prominent (audible) than the other syllables.

Which syllable should be stressed?

Though there are certain stress rules, they are not final and complete ones.  The best way to learn word stress is to refer to a standard dictionary for each doubtful word.   

For example, the words bookshelf and herself have two syllables each. But the stress on the first syllable in 'bookshelf, but on the second syllable in her 'self.

How to mark the stress in writing?

A small vertical bar ( ' ) is placed above and in front of the syllable that is stressed.  For example, in the word "myself", the stress is on the second syllable.  So stress should be marked as my 'self.

Before knowing the rules, first pronounce the following words which receive stress on the first syllable: 

(A phonetic transcription of the word is given nearby for helping your right pronunciation. The dot indicates syllable division and the small vertical bar points out the stress)

1.   'Always    /ˈɔːl.weɪz/ 

2.   'Almost    /ˈɔːl.məʊst/ 

3.  'Actual      /ˈæk.tʃu.əl/ 

4.  'Battle      /ˈbæt.əl/

5.  'Better     /ˈbet.ər/

6.  'Button    /ˈbʌt.ən/ 

7.  'Captain  /ˈkæp.tɪn/    

8.  'Common /ˈkɒm.ən/

9.  'Country   /ˈkʌn.tri/ 

10.  'Different /ˈdɪf.ər.ənt/  

11.  'Dozen     /ˈdʌz.ən/  

12.  'Early      /ˈɜː.li/     

13.  'Honest   /ˈɒn.ɪst/  

14.  'Water    /ˈwɔː.tər/

15.  'Theatre  /ˈθɪə.tər/

Now pronounce the following words which receive stress on the second syllable:

1.  Ac 'count     /əˈkaʊnt/ 

2.  A 'cross      /əˈkrɒs/

3.  Con 'cern    /kənˈsɜːn/

4.  De 'light      /dɪˈlaɪt/

5.  Com 'plain  /kəmˈpleɪn/ 

6.  Dis 'cuss    /dɪˈskʌs/  

7.  E 'ffect       /ɪˈfekt/ 

8.  E 'lect        /iˈlekt/

9.  Em 'ploy    /ɪmˈplɔɪ/ 

10.  Ex'plain    /ɪkˈspleɪn/

11. For'give     /fɚˈɡɪv/

12.  In 'deed    /ɪnˈdiːd/

13.  Im 'prove  /ɪmˈpruːv/

14.  Ob 'serve  /əbˈzɜːv/ 

15.  With'out    /wɪˈðaʊt/ 

The rules for word stress:Rule 1: 

Words with weak prefixes are stressed on the root (that is, on the second syllable)

Some common weak prefixes are a, be, com, de, re, ad

1.  A 'rise       /əˈraɪz/  

2.  A'lone      /əˈləʊn/

3.  A 'loud     /əˈlaʊd/

4.  Be 'come  /bɪˈkʌm/

5.  Be 'low     /bɪˈləʊ/

6.  Be 'fall      /bɪˈfɑːl/     

7.  Be 'tween /bɪˈtwiːn/

8. Com 'pose   /kəmˈpəʊz/ 

9.  Re 'duce    /rɪˈdʒuːs/

10.  De 'velop  /dɪˈvel.əp/

11.  Ad 'mit      /ədˈmɪt/

Rule 2: 

A word that functions as a noun or an adjective receives stress on the first syllable.  But the same word receives stress on the second syllable when it is used as a verb.

   Noun/Adjective                        Verb

1. 'absent         /ˈæb.sənt/   - ab 'sent  /æbˈsent/

2. 'object        /ˈɒb.dʒɪkt/    - ob'ject  /əbˈdʒekt/ 

3. 'subject     /ˈsʌb.dʒekt/   -  suj'ject /səbˈdʒekt/ 

4. 'permit  /ˈpɜː.mɪt/            -  per'mit  /pəˈmɪt/

5. 'record    /ˈrek.ɔːd/         -  re'cord  /rɪˈkɔːd/

6. 'progress  /ˈprəʊ.ɡres/    -  pro'gress /prəˈɡres/

7. 'produce  /ˈprɒdʒ.uːs/     -  pro'duce/prəˈdʒuːs/

8. 'perfect    /ˈpɜː.fekt/        -  per 'fect/pəˈfekt/

9. 'increase  /ˈɪn.kriːs/         -  in'crease  /ɪnˈkriːs/

10. 'decrease /ˈdiː.kriːs/      -  de'crease /dɪˈkriːs/

11. 'present   /ˈprez.ənt/      -   pre'sent/prɪˈzent/

Rule 3:

Words ending with "-tion" receive stress on the penultimate syllable.  (penultimate means second from the end)

1. admi 'ration        /æd.mɪˈreɪ.ʃən/

2. appli 'cation      /æp.lɪˈkeɪ.ʃən/

3. exami 'nation    /ɪɡˌzæm.ɪˈneɪ.ʃən/

4. prepa 'ration    /prep.ərˈeɪ.ʃən/

5. determi 'nation /dɪˌtɜː.mɪˈneɪ.ʃən/

6. deco 'ration    /dek.əˈreɪ.ʃən/

7. 'nation           /ˈneɪ.ʃən/ 

8. 'station         /ˈsteɪ.ʃən/

Rule 4:

Inflextional suffixes

Inflextional suffixes do not change the stres pattern.

(A group of letters attached at the end of a word is called a suffix.  Inflextional suffixes are "-ed", "es"and "-ing".  Words with or without such suffixes have the same stress pattern in both forms.

1. recom'mend    recom'mended    /rek.əˈmend/ 

2. re'late              re'lated              /rɪˈleɪt/

3. sub'mit             sub'mitted         /səbˈmɪt/ 

4. com'pose         com'poses        /kəmˈpəʊz/

5. dis'ease            dis'eases          /dɪˈziːz/

6. fo'cus               fo'cuses          /ˈfəʊ.kəs/

7.ad'vance           ad'vancing      /ədˈvɑːns/ 

8. com'mit           com'mitting    /kəˈmɪt/

9. 'happen           'happening     /ˈhæp.ən/

10. 'reason          'reasoning      /ˈriː.zən/

Rule 5:

Words ending in "-ity" are stressed on the ante-penultimate syllable.( that is, third syllable from the end)

1. a'bility         /əˈbɪl.ə.ti/

2. ca'pacity     /kəˈpæs.ə.ti/

3. oppor'tunity   /ɒp.əˈtʃuː.nə.ti/

4. gene'rosity    /dʒen.əˈrɒs.ə.ti/

5. elec'tricity    /el.ɪkˈtrɪs.ə.ti/

6. fu'tility         /fjuːˈtɪl.ə.ti/ 

Rule 6:

Words ending in -ic, -ical, -ically, -ious, -ial and -ially are stressed on the syllable that is just before the suffix.
1. apolo'getic      /əˌpɒl.əˈdʒet.ɪk/
2. sympa'thetic    /sɪm.pəˈθet.ɪk/
3. ter'rific           /təˈrɪf.ɪk/
4. bio'logical    /baɪ.əˈlɒdʒ.ɪ.kəl/
5. e'lectrical    /iˈlek.trɪ.kəl/
6. psychol'ogical   /saɪ.kəlˈɒdʒ.ɪ.kəl/
7. a'trocious        /əˈtrəʊ.ʃəs/
8. cere'monious   /ser.ɪˈməʊ.ni.əs/
9. no'torious        /nəʊˈtɔː.ri.əs/
10.com'mercial   /kəˈmɜː.ʃəl/ 
11. confi'dential  /kɒn.fɪˈden.ʃəl/
12. cate'gorically  /kæt.əˈɡɒr.kəl.i/
13. dra'matically  /drəˈmæt.ɪ.kəl.i/

List of other words given in the prescribed text book marked with stress:

1. 'carry,  'carriage  /ˈkær.i/   /ˈkær.ɪdʒ/
2. 'cover, 'coverage  /ˈkʌv.ər/  /ˈkʌv.ər.ɪdʒ/
3. 'marry, 'marriage  /ˈmær.i/  /ˈmær.ɪdʒ/
4. ap'pear, ap'pearance  /əˈpɪər/  /əˈpɪə.rəns/
5. at'tend, at'tendance   /əˈtend/  /əˈten.dəns/
6. per'form, per'formance  /pəˈfɔːm/  /pəˈfɔː.məns/ 
7. 'bright, 'brighten  /'braɪt/  /ˈbraɪ.tən/ 
8. 'light, 'lighten      /'laɪt/  /ˈlaɪ.tən/
9. be'gin, be'ginner    /bɪˈɡɪn/  /bɪˈɡɪn.ər/
10. 'common, 'commoner  /ˈkɒm.ən/  /ˈkɒm.ən.ər/
11. per'form, per'former   /pəˈfɔːm/  /pəˈfɔː.mər/ 
12. 'actor, 'actress           /ˈæk.tər/  /ˈæk.trəs/
13. 'tiger, 'tigress             /ˈtaɪ.ɡər/  /ˈtaɪ.ɡrəs/
14. 'beauty, 'beautiful      /ˈbjuː.ti/  /ˈbjuː.tɪ.fəl/
15. 'colour, 'colourful         /ˈkʌl.ər/  /ˈkʌl.ə.fəl/   
16. re'venge, re'vengeful    /rɪˈvendʒ/  /rɪˈvendʒ.fəl/
17. 'brother, 'brotherhood  /ˈbrʌð.ər/  /ˈbrʌð.ə.hʊd/
18. 'priest, 'priesthood  /priːst/  /ˈpriːst.hʊd/
19. 'sister, 'sisterhood       /ˈsɪs.tər/  /ˈsɪs.tə.hʊd/
20. 'coward, 'cowardice  /ˈkaʊ.əd/    /ˈkɑʊ·ər·dɪs/
21. 'fever, 'feverish         /ˈfiː.vər/   /ˈfiː.vər.ɪʃ/
22. 'yellow, 'yellowish    /ˈjel.əʊ/  /ˈjel.əʊ.ɪʃ/
23. at'tend, at'tentive   /əˈtend/  /əˈten.tɪv/
24. con'clude, con'clusive  /kənˈkluːd/  /kənˈkluː.sɪv/
25. per'mit, per'missive     /pəˈmɪt/  /pəˈmɪs.ɪv/
26. 'colour, 'colourless     /ˈkʌl.ər/  /ˈkʌl.ə.ləs/
27. 'manner, 'mannerless   /ˈmæn.ər/  /ˈmæn.ər.ləs/ 
28. 'odour, 'odourless        /ˈəʊ.dər/   /ˈəʊ.də.ləs/
29. 'certain, 'certainly         /ˈsɜː.tən/  /ˈsɜː.tən.li/
30. 'purpose, 'purposely    /ˈpɜː.pəs/  /ˈpɜː.pəs.li/
31. 'manage, 'management  /ˈmæn.ɪdʒ/  /ˈmæn.ɪdʒ.mənt/
32. a'chieve, a'chievement  /əˈtʃiːv/  /əˈtʃiːv.mənt/
33. in'volve, in'volvement  /ɪnˈvɒlv/  /ɪnˈvɒlv.mənt/
34. 'bitter, 'bitterness  /ˈbɪt.ər/  /ˈbɪt.ə.nəs/
35. 'useless, 'uselessness  /ˈjuːs.ləs/  /ˈjuːs.ləs.nəs/
36. col'lect, col'lector   /kəˈlekt/   /kəˈlek.tər/  
37. 'conduct, con'ductor  /ˈkɒn.dʌkt/ /kənˈdʌk.tər/
38. 'author, 'authorship  /ˈɔː.θər/  /ˈɔː.θə.ʃɪp/ 
39. 'scholar, 'scholarship  /ˈskɒl.ər/  /ˈskɒl.ə.ʃɪp/
40. 'laugh, 'laughter  /'lɑːf/  /ˈlɑːf.tər/
41. 'city, 'citizen      /ˈsɪt.i/  /ˈsɪt.ɪ.zən/
42. 'Atmosphere  /ˈæt.mə.sfɪər/  
43. 'Colleague     /ˈkɒl.iːɡ/
44. de'cision        /dɪˈsɪʒ.ən/ 
45. de'velopment  /dɪˈvel.əp.mənt/
46. e'mergency    /ɪˈmɜː.dʒən.si/ 
47. engi'neer        /en.dʒɪˈnɪər/
48. fa'cility          /fəˈsɪl.ə.ti/
49. ho'tel            /həʊˈtel/
50. ne'cessity     /nəˈses.ə.ti/
51. oppor'tunity  /ɒp.əˈtʃuː.nə.ti/
52. con'tribute  /kənˈtrɪb.juːt/
53. eco'nomic  /iː.kəˈnɒm.ɪk/
54. e'dition  /ɪˈdɪʃ.ən/
55. inde'pendence  /ɪn.dɪˈpen.dəns/
56. com'petitors  /kəmˈpet.ɪ.tər/
57. po'litical   /pəˈlɪt.ɪ.kəl/
58. di'scuss  /dɪˈskʌs/
59. re'fer     /rɪˈfɜːr/ 
60. spe'cific /spəˈsɪf.ɪk/
61. fa'miliar  /fəˈmɪl.i.ər/
62. sig'nificant  /sɪɡˈnɪf.ɪ.kənt/
63. re'petitive  /rɪˈpet.ə.tɪv/
64. 'conduct (n) con'duct (v)  /ˈkɒn.dʌkt/  /kənˈdʌkt/
65. 'import (adj) im'port (v)  /ˈɪm.pɔːt/  /ɪmˈpɔːt/
66. 'convict (n), con'vict (v)  /ˈkɒn.vɪkt/  /kənˈvɪkt/
67. 'subject (n), sub'ject (v)  /ˈsʌb.dʒekt/  /səbˈdʒekt/
68. 'transfer (n), trans'fer (v)  /ˈtræns.fɜːr/  /trænsˈfɜːr/
69. 'protest (n), pro'test (v)  /ˈprəʊ.test/  /prəˈtest/
70. 'frequent (adj), fre'quent (v)  /ˈfriː.kwənt/  /frɪˈkwent/
71. 'Photo, pho'tography, photo'graphic  /ˈfəʊ.təʊ/  /fəˈtɒɡ.rə.fi/  /fəʊ.təˈɡræf.ɪk/
72. 'photograph, pho'tographer, photo'graphical  /ˈfəʊ.tə.ɡrɑːf/  /fəˈtɒɡ.rə.fər/ 
      /fəʊ.təˈɡræf.ɪ.kəl/
73. 'democrat, de'mocracy, demo'cratic /ˈdem.ə.kræt/ /dɪˈmɒk.rə.si/  /dem.əˈkræt.ɪk/
74. 'diplomat, dip'lomacy, diplo'matic  /ˈdɪp.lə.mæt/  /dɪˈpləʊ.mə.si/  /dɪp.ləˈmæt.ɪk/
75. 'family, fa'miliar, famili'arity  /ˈfæm.əl.i/  /fəˈmɪl.i.ər/  /fəˌmɪl.iˈær.ə.ti/
76. 'mechanism, me'chanical  /ˈmek.ə.nɪ.zəm/ /məˈkæn.ɪ.kəl/
77. mecha'nician, mechani'zation   /mɛkəˈnɪʃən/  /mekənaɪˈzeɪʃən/
78. ex'amine, exami'nee, exami'nation  /ɪɡˈzæm.ɪn/ /ɪɡˌzæm.ɪˈniː/ 
     /ɪɡˌzæm.ɪˈneɪ.ʃən/
78. 'telephone, te'lephony, tele'phonic  /ˈtel.ɪ.fəʊn/  /təˈlef.ə.ni/ /teləˈfɒnɪk/

79. 'hypocrite, hy'pocrisy, hypo'critical /ˈhɪp.ə.krɪt/  /hɪˈpɒk.rɪ.si/  /hɪp.əˈkrɪt.ɪ.kəl/
80. 'telegraph, te'legraphy, tele'graphic  /ˈtel.ɪ.ɡrɑːf/  təˈleɡrəfi/  /telɪˈɡræfɪk/
81. 'allopath, al'lopathy, allo'pathic   /'ələʊ.pæθ/əˈlɒp.ə.θi/ /æl.əˈpæθ.ɪk/ 
82. 'homeopath, home'opathy, homeo'pathic /ˈhəʊ.mi.ə.pæθ/ /həʊ.miˈɒp.ə.θi/ 
83. 'politics, po'litical, poli'tician  /ˈpɒl.ə.tɪks/ /pəˈlɪt.ɪ.kəl/ /pɒl.ɪˈtɪʃ.ən/
84. 'com'pete, compe'tition /kəmˈpiːt/  /kɒm.pəˈtɪʃ.ən/ 
85. a'cademy, aca'demic, acade'mician  /əˈkæd.ə.mi/  /æk.əˈdem.ɪk/ 
     /əˌkæd.əˈmɪʃ.ən/
86. 'grammar, gram'matical, gram'matically  /ˈɡræm.ər/  /ɡrəˈmæt.ɪ.kəl/ 
     /ɡrəˈmæt.ɪ.kəl.i/

NOTE: Students are expected to mark the stress on the right syllable 
only in the word, not in phonetic transcription though the latter is the
right method.  Only the primary stress is to be marked, not the secondary stress.

Excercises for you
Mark the stress of the following words.

1. Captain
2. Indeed
3. transfer (n), transfer (v)
4. engineer
5. electrical
6. admit
7. preparation
8. disease
9. opportunity
10. grammatical