Session 1 21F.223 Listening, Speaking, and Pronunciation

PROFESSOR: OK. We'll go through these together. Repeat after me. Civil. AUDIENCE: Civil. PROFESSOR: Civility. AUDIENCE: Civility. PROFESSOR: Civilized. AUDIENCE: Civilized. PROFESSOR: Civilization. . AUDIENCE: Civilization. PROFESSOR: Equal. AUDIENCE: Equal. PROFESSOR: Equality. AUDIENCE: Equality. PROFESSOR: Equalize. AUDIENCE: Equalize. PROFESSOR: Equalization. AUDIENCE: Equalization. PROFESSOR: Fertile. AUDIENCE: Fertile. PROFESSOR: Fertility. AUDIENCE: Fertility. PROFESSOR: Fertilize. AUDIENCE: Fertilize. PROFESSOR: Fertilization. AUDIENCE: Fertilization. PROFESSOR: Final. AUDIENCE: Final. PROFESSOR: Finality. AUDIENCE: Finality. PROFESSOR: Finalize. AUDIENCE: Finalize. PROFESSOR: Finalization. AUDIENCE: Finalization. PROFESSOR: General. AUDIENCE: General. PROFESSOR: Generality. AUDIENCE: Generality. PROFESSOR: Generalized. AUDIENCE: Generalized. PROFESSOR: Generalization. AUDIENCE: Generalization. PROFESSOR: Hospital. AUDIENCE: Hospital. PROFESSOR: Hospitality. AUDIENCE: Hospitality. PROFESSOR: Hospitalized. AUDIENCE: Hospitalized. PROFESSOR: Hospitalization. AUDIENCE: Hospitalization. PROFESSOR: Legal. AUDIENCE: Legal. PROFESSOR: Legality. AUDIENCE: Legality. PROFESSOR: Legalize. AUDIENCE: Legalize. PROFESSOR: Legalization. AUDIENCE: Legalization. PROFESSOR: Mobile. AUDIENCE: Mobile. PROFESSOR: Mobility. AUDIENCE: Mobility. PROFESSOR: Mobilize. AUDIENCE: Mobilize. PROFESSOR: Mobilization. AUDIENCE: Mobilization. PROFESSOR: National. AUDIENCE: National. PROFESSOR: Nationality. AUDIENCE: Nationality. PROFESSOR: Nationalize. AUDIENCE: Nationalize. PROFESSOR: Nationalization. AUDIENCE: Nationalization. PROFESSOR: Neutral. AUDIENCE: Neutral. PROFESSOR: Neutrality. AUDIENCE: Neutrality. PROFESSOR: Neutralize. AUDIENCE: Neutralize. PROFESSOR: Neutralization. AUDIENCE: Neutralization. PROFESSOR: Personal. AUDIENCE: Personal. PROFESSOR: Personality. AUDIENCE: Personality. PROFESSOR: Personalize. AUDIENCE: Personalize. PROFESSOR: Personalization. AUDIENCE: Personalization. PROFESSOR: Real. AUDIENCE: Real. PROFESSOR: Reality. AUDIENCE: Reality. PROFESSOR: Realize. AUDIENCE: Realize. PROFESSOR: Realization. AUDIENCE: Realization. PROFESSOR: Stable. AUDIENCE: Stable. PROFESSOR: Stability. AUDIENCE: Stability. PROFESSOR: Stabilize. AUDIENCE: Stabilize. PROFESSOR: Stabilization. AUDIENCE: Stabilization. PROFESSOR: Sterile. AUDIENCE: Sterile. PROFESSOR: Sterility. AUDIENCE: Sterility. PROFESSOR: Sterilize. AUDIENCE: Sterilize. PROFESSOR: Sterilization. AUDIENCE: Sterilization. PROFESSOR: Sterilization. AUDIENCE: Sterilization. PROFESSOR: OK. So we're going to go like this, like this, OK, like this. Each person reads each one word, starting with Gino. Now as loud as possible. One word. AUDIENCE: Civil. AUDIENCE: Civility. AUDIENCE: Civil-- PROFESSOR: Civilized. AUDIENCE: Civilized. PROFESSOR: Civilized. AUDIENCE: Civilized. PROFESSOR: "Ci-vil-lized." Civilized. AUDIENCE: Civilized. PROFESSOR: Next. AUDIENCE: Civilization. AUDIENCE: Equal. AUDIENCE: Equality. AUDIENCE: Equalize. AUDIENCE: Equalization. AUDIENCE: Fertile. Fertile. PROFESSOR: Fertile. PROFESSOR: Fertile. Becomes a [INAUDIBLE]. Fertile. AUDIENCE: Fertile. PROFESSOR Fertile. AUDIENCE: Fertile. PROFESSOR: Next. AUDIENCE: Fertility. PROFESSOR: Very good. Next. AUDIENCE: Fertily. Fertilize. AUDIENCE: Fertilization. Fertilization. PROFESSOR: Fertile. AUDIENCE: Fertile. PROFESSOR: This is very difficult because you have the R and the flat. Fertile. AUDIENCE: Fertile. Fertile. AUDIENCE: Fertile. PROFESSOR: Fertile. AUDIENCE: Fertile. PROFESSOR: Fertile. AUDIENCE: Fertile. PROFESSOR: Fertile. AUDIENCE: Fertile. PROFESSOR: I think "fur-tile," "fur-tile." I think that's British English, "fur-tile." But here in America we usually say fertile. Fertile. AUDIENCE: Fertile. PROFESSOR: Next. AUDIENCE: Final. Finality. PROFESSOR: Louder. AUDIENCE: Finality. PROFESSOR: Next. AUDIENCE: Finalize. PROFESSOR: OK. AUDIENCE: Finalization. PROFESSOR: Next. AUDIENCE: General. AUDIENCE: Generality. PROFESSOR: Very good. AUDIENCE: Generalize. PROFESSOR: Very good. AUDIENCE: Generalization. PROFESSOR: Huh? AUDIENCE: Generalization. PROFESSOR: OK. Generalization. AUDIENCE: Generalization. PROFESSOR: Generalization. Usually general-luh. Jeh and A. Jeh and A. Jeh and Zay. Generalization. AUDIENCE: Generalization. PROFESSOR: Generalization. AUDIENCE: Generalization. PROFESSOR: Next. AUDIENCE: Hospital. PROFESSOR: Very good. Next. AUDIENCE: Hospitality. PROFESSOR: Huh? AUDIENCE: Hospitality. AUDIENCE: Hospitality. PROFESSOR: OK. First one. What's the first one? AUDIENCE: Hospital. PROFESSOR: Hospital. T becomes a flat, right? AUDIENCE: Hospital. PROFESSOR: What happens to the next one? AUDIENCE: Hospitality. PROFESSOR: Hospi-- AUDIENCE: Tality. PROFESSOR: Tality. Hospitality. Why? AUDIENCE: [INAUDIBLE] stress. PROFESSOR: Stress. Stress. OK. One more time. AUDIENCE: Hospitality. AUDIENCE: Hospitality. PROFESSOR: Tal-- tality. AUDIENCE: Hospitality. PROFESSOR: Hospitality. AUDIENCE: Hospitality. PROFESSOR: Very good. Next. Starting with [INAUDIBLE] over there. AUDIENCE: Hospitalized. Hospitalized. PROFESSOR: OK. Give us the flat. AUDIENCE: Hospitalized. PROFESSOR: Hospitalized. Hospitalized. AUDIENCE: Hospitalized. PROFESSOR: Next. AUDIENCE: Hospitalization. PROFESSOR: Hospital. OK. Next. AUDIENCE: Legal. PROFESSOR: Next. AUDIENCE: Legality. PROFESSOR: Legality. Or legal-- use that schwa. Legality or legality. That's fine. Legality. Next. AUDIENCE: Legalize. PROFESSOR: Next. AUDIENCE: Sorry. Legalization. PROFESSOR: Huh? AUDIENCE: Legalization. PROFESSOR: Very good. Next. AUDIENCE: Mobile. PROFESSOR: Perfect. Mobile. OK. Mobile. Stresses the mo so it becomes Mo-bull. OK. Next. AUDIENCE: Mobility. PROFESSOR: Perfect. Next. AUDIENCE: Mobilize. PROFESSOR: Perfect. Next. AUDIENCE: Mobilization. PROFESSOR: Good. Next. AUDIENCE: National. PROFESSOR: Good. Next. AUDIENCE: Nationality. PROFESSOR: Huh? AUDIENCE: Nationality. PROFESSOR: Give us that flat. AUDIENCE: National-- PROFESSOR: Nationality. AUDIENCE: Nationality. PROFESSOR: Nationality. Becomes a flat there, OK. Nationality. Next. AUDIENCE: Nationalize. PROFESSOR: Next. AUDIENCE: Nationalization. PROFESSOR: Next. AUDIENCE: [INAUDIBLE] PROFESSOR: Next. AUDIENCE: Neutrality. Neutrality. PROFESSOR: What? AUDIENCE: Neutrality. PROFESSOR: Neutrality. New true. T-R. T-R together. T-R, whatever you have to T-R together, T sounds like what? AUDIENCE: True. PROFESSOR: True. True. Like tree, tree. Tree. Like church. So new true. New true. [INAUDIBLE] Neutrality. PROFESSOR: Neutrality. Four times. AUDIENCE: Neutrality. PROFESSOR: Four times. PROFESSOR: Neutrality. PROFESSOR: No, no, no. AUDIENCE: [INAUDIBLE]. PROFESSOR: Huh? AUDIENCE: New true-- neutrality. PROFESSOR: Very good. Neutrality. AUDIENCE: Neutrality. PROFESSOR: Next. AUDIENCE: Neutralize. PROFESSOR: Next. AUDIENCE: Neutralization. PROFESSOR: Next. AUDIENCE: Personal. PROFESSOR: Next. AUDIENCE: Personality. PROFESSOR: Give us the flat. AUDIENCE: Personality. PROFESSOR: Very good. Personality. AUDIENCE: Personality. PROFESSOR: Next. AUDIENCE: Personalize. PROFESSOR: Next. AUDIENCE: Personalization. PROFESSOR: Next. AUDIENCE: Real. AUDIENCE: Real. PROFESSOR: Next. AUDIENCE: Reality. PROFESSOR: Next. AUDIENCE: [INAUDIBLE] PROFESSOR: Realize. AUDIENCE: Realize. PROFESSOR: Realize. AUDIENCE: Realize. PROFESSOR: Realize. Next. AUDIENCE: Realization. PROFESSOR: Next. AUDIENCE: Stable. PROFESSOR: Next. AUDIENCE: Stability. Stability. PROFESSOR: Stability. AUDIENCE: Stability. PROFESSOR: Stable. AUDIENCE: Stable. PROFESSOR: Stuh-- Stuh-- Stability. AUDIENCE: Stability. AUDIENCE: Stabilize. PROFESSOR: Huh? AUDIENCE: Stabilize. PROFESSOR: [INAUDIBLE] AUDIENCE: Stabilize. PROFESSOR: Stay-- A. Stabilize. AUDIENCE: Stabilize. Stabilize. PROFESSOR: Next. AUDIENCE: Stabili-- stabilization. PROFESSOR: Stable. AUDIENCE: Stable lization. PROFESSOR: Stabilization. AUDIENCE: Stabilization. PROFESSOR: OK. Next. AUDIENCE: Stable. Stabilize. PROFESSOR: Sterile. AUDIENCE: Sterile. PROFESSOR: Fertile. AUDIENCE: Fertile. PROFESSOR: Sterile. AUDIENCE: Sterile. PROFESSOR: OK. Next. AUDIENCE: Sterility. PROFESSOR: Very good. Give us the flat. AUDIENCE: Sterility. PROFESSOR: Very good. Stuh-- one more time. AUDIENCE: Sterility. PROFESSOR: Sterility. Sterility. Steh-- steh-- sterile plus stuh-- sterility. AUDIENCE: Sterility. PROFESSOR: OK. Steh-eh plus uhl. Stuh-- sterility. Stay, stay, stable. AUDIENCE: Stable. PROFESSOR: Stability. Stuh, stuh. AUDIENCE: Stability. PROFESSOR: Next. AUDIENCE: Sterilize. PROFESSOR: Huh? AUDIENCE: Sterlize. PROFESSOR: Sterilize. AUDIENCE: Sterilize. PROFESSOR: Next. AUDIENCE: Sterilization. PROFESSOR: Sterilization. AUDIENCE: Sterilization. PROFESSOR: Any questions? AUDIENCE: [INAUDIBLE] "moh-bull" or "moh-bile." PROFESSOR: "Moh-bull." AUDIENCE: Which mobile? PROFESSOR: "Moh-bull." AUDIENCE: "Moh-bile." PROFESSOR: In American English, mobile is more common. Whenever you have-- hear the I-L-E, I-L-E, it's usually uhl. AUDIENCE: Uhl. PROFESSOR: Sterile. AUDIENCE: Sterile. PROFESSOR: Mobile. AUDIENCE: Fertile. PROFESSOR: Fertile. OK. AUDIENCE: [INAUDIBLE] when people say "moh-bile." PROFESSOR: "Moh-bile"? AUDIENCE: T-Mobile. AUDIENCE: T-Mobile. PROFESSOR: T-- [LAUGHTER] T-Mobile? AUDIENCE: Mobile. AUDIENCE: Yeah. T-Mobile. PROFESSOR: You mean the phone? AUDIENCE: Yeah. AUDIENCE: Mobile. "T-Moh-bull." It's "T-Moh-bull," right? AUDIENCE: T-Mobile. PROFESSOR: No, it's not "moh-bile." People say "T-Moh-bull." AUDIENCE: "T-Moh-bull." PROFESSOR: "T-Moh-bull." Yeah. See? Again, your brain is tricking you. Mo-- people say mobile. But you look at it and you think, OK. It's M-O-B-I-L-E. It has to be mobile. So people are saying mobile. But you hear it as mobile. I think. I mean, mobile is not a wrong pronunciation. But mobile is more common in American English. AUDIENCE: Mobile. T-Mobile. PROFESSOR: You could say, fertile. Fertile is OK. It's not-- it's not the wrong pronunciation, but it's just not that common in American English. AUDIENCE: Mobile. Mobile. PROFESSOR: OK. So if you insist on staying fertile, that's OK. But if people say fertile, you need to understand it. OK? OK. Today I have a cartoon that is really funny. [LAUGHTER] Trust me. This one will be funny. If this is not funny, I don't know what is. But in order to make sure that this will be funny, you will laugh, I decided to some priming. In other words, everybody knows Batman, right? Batman and Robin. AUDIENCE: Batman. AUDIENCE: Yes. AUDIENCE: Robin. PROFESSOR: Batman and Robin. PROFESSOR: Huh? AUDIENCE: Robin. PROFESSOR: Robin. Rah. AUDIENCE: Robin. AUDIENCE: Robin. PROFESSOR: Stress is here. Rah. AUDIENCE: Rah. PROFESSOR: So it becomes "Rahbin." Robin. Robin. Or Robin. Robin. Becomes a unstressed vowel. Robin. AUDIENCE: Robin. AUDIENCE: Robin PROFESSOR: It's not "Ro-bin." Not "Ro-bin." "Rahbin, rahbin." OK. Batman and Robin. You know where they live? [INTERPOSING VOICES] PROFESSOR: Go-tom? AUDIENCE: Go-tom. PROFESSOR: No, no. OK. [INTERPOSING VOICES] PROFESSOR: How do you read this? AUDIENCE: Gotham. PROFESSOR: Gotham. AUDIENCE: Gotham. PROFESSOR: Gotham. AUDIENCE: Gotham. PROFESSOR: Gotham. AUDIENCE: Gotham. "Go-dam?" No. No one's going to understand you. It's not "Go-tom." It's not even "Go-thum." If you say "Go-thum," maybe. You have a chance. It's thumb. It's a voiceless. OK. Gotham. AUDIENCE: Gotham. PROFESSOR: You know what Gotham is? You know what that means? You know what that refers to? It's actually a nickname for New York. AUDIENCE: Oh. PROFESSOR: New York City. OK. So you know Batman and Robin, you know where they live? AUDIENCE: [INAUDIBLE] PROFESSOR: They live in New York. Huh? AUDIENCE: What is the reason for Gotham? PROFESSOR: I have no idea. You know why it's-- I don't know. American writer Washington Irving, I think, he started using this name. I don't know why. So Batman and Robin, they live in New York. Every superhero lives in New York. [LAUGHTER] Superman lives in New York. You know Spider-Man? AUDIENCE: Yes. He's in New York. PROFESSOR: Did you see Spider-Man 2? AUDIENCE: Yeah. Yeah. PROFESSOR: He's really smart. You know? All right? He's really into science. He's really good at science. But he can't-- I mean, if he's really good at science, he has to come through our school, right? But he goes to what school? He goes to Columbia in New York. Why? Because he has to live in New York. [LAUGHTER] He can't come to Boston. He can't come to MIT. He can't go to Harvard. Why? [INTERPOSING VOICES] AUDIENCE: Because he's a superhero. PROFESSOR: But why does-- yeah. But Superman and Batman, if they wanted to, they could move here, actually. But not Spider-Man. Why? [INTERPOSING VOICES] PROFESSOR: Very good. Very good. Spider-Man he needs tall buildings. So. OK. So this is-- how do you say this? AUDIENCE: Gotham. PROFESSOR: Gotham. AUDIENCE: Gotham. PROFESSOR: OK. So now, H stresses here, becomes schwa. Unstressed syllable. Gotham. Gotham. Very important. If you say "Go-thum," "Go-dom," nobody's gonna understand you. Gotham. Gotham. OK. AUDIENCE: Gotham. Gotham. PROFESSOR: So this is a cartoon. This is about when you're supposed to laugh now. [LAUGHTER] Come on. This is not funny? Batman and Robin. All right. Holy-- AUDIENCE: [INAUDIBLE] PROFESSOR: How would you read this? [INTERPOSING VOICES] PROFESSOR: OK. How do you-- how do you say this? AUDIENCE: Syllable. PROFESSOR: Where's the stress? Syllable, right? OK. We're adding-- AUDIENCE: Syllabication. PROFESSOR: OK. AUDIENCE: Syllabi-- syllabication. PROFESSOR: The stress is here now. OK. Now, here. Read this. Batman and Robin are called in to free a Gotham from the grip of an evil graphic designer. And the graphic designer-- you know graphic designer? AUDIENCE: Yes. PROFESSOR: He or she made the sign like, visit-- how do you read this? [INTERPOSING VOICES] PROFESSOR: "Got-ham." AUDIENCE: Ham. PROFESSOR: "Got-ham." AUDIENCE: "Got-ham." PROFESSOR: It's not Gotham anymore. "Got-ham." "Got-ham." AUDIENCE: "Got-ham." [LAUGHTER] PROFESSOR: No, that's not funny? Gotham. "Got-ham." OK. Now why am I doing this? AUDIENCE: What is the meaning of "Got-ham"? PROFESSOR: Got ham? Well, it's like got milk. You know the commercial, got milk? AUDIENCE: Yeah. PROFESSOR: Got milk. Do they have milk? Got milk. OK. Got ham. So we have ham. We've got ham. Got ham. Got ham. Now, here you can say got hum. Just got ham. Got ham. Got ham. But here you have to say got-thumb. OK. The vow gets reduced. But here the vowel is not reduced because this is a compound. Compound. What's a compound? What's a compound? So compound, if you turn to our textbook on page 107, page 107 in your textbook. Page 107. Page 107. Page 107? Page 107? Does anybody want to read page 107 for us? A compound noun is-- a compound noun is-- AUDIENCE: [INAUDIBLE] PROFESSOR: [INAUDIBLE],, a compound noun is-- AUDIENCE: A sequence of two or more words that together have a new meaning and function as a single noun. PROFESSOR: OK. Read on. AUDIENCE: A second element or word of the compound is a noun. The first element is usually a noun, but may also be another part of speech. A compound [INAUDIBLE] is one or two words. PROFESSOR: OK. So a compound noun is a sequence of two or more words that together have a new meaning and function as a single noun. Function as a single noun. OK. That's a compound. We turn to-- and we have some examples. Roommate, newspaper, school bus, wastepaper basket. But the important thing about compound nouns is that if you turn to page 108, we have the word weekend. Right? AUDIENCE: Weekend. Weekend. PROFESSOR: This is a compound. This is not a compound. This is a compound. This is not a compound because we have two words here, week and end, two words that we could actually recognize. Right? AUDIENCE: Yes. PROFESSOR: This is one word. Where is the stress? AUDIENCE: Week. PROFESSOR: Week. Right? So you say we-- AUDIENCE: We-- PROFESSOR: Gund. AUDIENCE: Gund. PROFESSOR: "Wee-gund." OK. In a normal word-- single word-- if you have a stressed syllable, unstressed syllables becomes uh, right? Weakened. But in a compound noun, the second-- in a compound noun or noun compounds, it's always the first one that gets stressed. The second one has a secondary stress. OK. So you do not say weaken. You say "wee-kend." "Wee-kend." OK. Weekend. Weekend. Weekend. AUDIENCE: Weekend. PROFESSOR: OK. So Gotham, one word, becomes Go-thumb. But got ham. Got ham. Got ham. OK. It's got ham. That's very important. OK. Now, you could turn to page 63 in your course packet. Compounds. So we actually have four different compounds. One-- the most common one is the noun compound. We say sometimes noun compounds or compound nouns. Both are interchangeable. OK. The most common ones are noun compounds. We also have verb compounds, adjective compounds, and adverb compounds. OK. Adverb compounds are the least common one. So we're not really going to talk about adverb compounds. Noun compounds. The most important thing that you want to remember is, the place of stress. Where is the stress? AUDIENCE: Thee first one. PROFESSOR: First one. First one. That's very important. OK. Noun compounds can actually consist of two nouns like A, or adjective and nouns, like B. So first A, toothbrush. Repeat after me. Toothbrush. AUDIENCE: Toothbrush. PROFESSOR: Window seat. AUDIENCE: Window seat. PROFESSOR: Airplane. AUDIENCE: Airplane. PROFESSOR: Laundry basket. AUDIENCE: Laundry basket. PROFESSOR: OK. AUDIENCE: Laundry basket. PROFESSOR: Let's get this. B. We could also have adjectives and noun together. And they can form a compound. OK. It could be written as one word. Or it could be written as two different words, two words. Blackboard. AUDIENCE: Blackboard. PROFESSOR: Darkroom. AUDIENCE: Darkroom. PROFESSOR: Cheapskate. AUDIENCE: Cheapskate. PROFESSOR: White House. AUDIENCE: White House. PROFESSOR: English teacher. AUDIENCE: English teacher. PROFESSOR: Head doctor. AUDIENCE: Head doctor. PROFESSOR: Now, the question is, OK. so what's different? If you have-- AUDIENCE: Blackboard. PROFESSOR: Black-- if you have an adjective and noun that do not function as a noun compound, the stress is where? AUDIENCE: Noun. PROFESSOR: In the noun. OK. We haven't really talked about this yet. We haven't talked about this yet. But usually you put most stress on the last content word. Adjective is a content word. And noun is a content word. We have adjective and noun. OK. We put more stress on the last content word, usually. So that's why the noun gets more stress. OK. So how do you say this? AUDIENCE: Blackboard. PROFESSOR: Blackboard. AUDIENCE: Blackboard. Dark room. PROFESSOR: Dark room. AUDIENCE: Cheapskate. PROFESSOR: Cheapskate. AUDIENCE: White House. PROFESSOR: White House. AUDIENCE: English teacher. PROFESSOR: English teacher. AUDIENCE: Head doctor. PROFESSOR: Head doctor. OK. So I mean, what's a blackboard? AUDIENCE: Blackboard. PROFESSOR: That's a blackboard. Right? AUDIENCE: Blackboard. PROFESSOR: That's not even black, is it? But we say blackboard. Right? But black board is, what's a black board? [INTERPOSING VOICES] PROFESSOR: Board that is black. Right? What's a darkroom? AUDIENCE: Develop-- [INTERPOSING VOICES] AUDIENCE: For the photos. You-- AUDIENCE: Develop photos. AUDIENCE: Develop the photos. PROFESSOR: Develop photos. Pictures. Darkroom. You need a darkroom to develop photos. Darkroom. It can't just be any room that's dark. I think you need more things. OK. I could make this a dark room by turning off the lights. But I can't make it a darkroom. OK? What's a cheapskate? A cheapskate or two cheapskates. What's a cheapskate? AUDIENCE: Someone who does not use his money. PROFESSOR: OK. Someone who's cheap. Someone who is stingy. Someone who is stingy. OK. Who does not-- who doesn't want to spend his money that well. Cheap skates, his skates that are Who lives in the White House? AUDIENCE: President. PROFESSOR: Huh? [INTERPOSING VOICES] PROFESSOR: George Bush. George W. Bush. OK. AUDIENCE: W. Bush. PROFESSOR: W. Bush. He lives in the White House. AUDIENCE: White House. PROFESSOR: I live in a white house. I live in-- I'm serious. I live in a white house. But nobody lives in the White House except George Bush right now. OK? And it'll be that way for the next four years. PROFESSOR: White House. PROFESSOR: White House. Live in the White House. OK. George Bush lives in the White House. AUDIENCE: White House. PROFESSOR: OK. Say the whole sentence. AUDIENCE: George Bush lives in the White House. PROFESSOR: White House. But Isaiah-- AUDIENCE: Isaiah-- PROFESSOR: --lives in a white house. AUDIENCE: --lives in a white house. PROFESSOR: OK. AUDIENCE: White house. AUDIENCE: White house. PROFESSOR: Isaiah is an English teacher or English teacher? AUDIENCE: English teacher. English teacher. English. PROFESSOR: Isaiah-- I'm an English teacher from Korea. OK. I'm not an English teacher. What's an English teacher? [INTERPOSING VOICES] PROFESSOR: Teacher from England. Teacher from England. Right? English teacher is someone who-- AUDIENCE: Teaches English. PROFESSOR: --teaches English. OK. AUDIENCE: Can you repeat the-- PROFESSOR: English teacher. English teacher. OK. So I'm an English teacher. I'm an English teacher, not-- I'm not an English teacher. I'm a Korean teacher. But I'm not a Korean teacher. OK. Well, a Korean-American teacher. What's a head doctor? AUDIENCE: Head doctor. PROFESSOR: Head doctor. [INTERPOSING VOICES] PROFESSOR: Head doctor. AUDIENCE: Head doctor. [INAUDIBLE] Chief? [INAUDIBLE] doctor. PROFESSOR: Chief. Chief of staff. Chief would be head doctor. Head doctor. Chief is head doctor. OK. You can say my brother is a head doctor. My brother is a head doctor. My brother is the head doctor at his hospital, something like that. But you could say, my brother is a head doctor. Head doctor. I mean, that's usually for kids. You should say, instead of head doctor, how would you read this? AUDIENCE: Psychiatry. PROFESSOR: Where is the stress? OK. The first thing you want to do is what? AUDIENCE: Where is the stress. PROFESSOR: Find out the stress. OK. Where is the stress? [INTERPOSING VOICES] PROFESSOR: Chi. OK. Chi. AUDIENCE: Chi. Psychiatry. PROFESSOR: Everything else becomes what? So we're going to say chi, OK? This vowel, this vowel, this vowel, what are you going to do? AUDIENCE: Schwa. PROFESSOR: Schwa, schwa, schwa. All right? So. Psychi-- what happens here? What happens here? AUDIENCE: Yuh. Yuh. PROFESSOR: Yuh. Yuh. Psychiatrist. Psychiatrist. Psychiatrist. AUDIENCE: Psychiatrist. PROFESSOR: OK. But here after the sy-- people say sy also. I actually say psychiatrist. I say psychiatrist. PROFESSOR: Psychiatrist. PROFESSOR: Psychiatrist. AUDIENCE: Psychiatrist. PROFESSOR: OK. So "chi-uh." "Chi-uh-trist." Psychiatrist. So which one is a psychiatrist? AUDIENCE: Head doctor. PROFESSOR: Which one? AUDIENCE: Head doctor. PROFESSOR: Head doctor. Head doctor. OK. AUDIENCE: Head doctor. PROFESSOR: OK. Now, we can have simple compounds or complex compounds. Airplane. Airplane and wing. Airplane wing. Cowboy. Cowboy hat. Hot dog. Hot dog bun. Tap dance. Tap dance school. Tap dance school. These are complex compounds. Still the word that gets most stressed is the first noun. Airplane wing. Cowboy hat. Hot dog bun. Tap dance school. OK. Hot-- AUDIENCE: What is hot dog bun? PROFESSOR: Hot-- you know what a hot dog is, right? Hot dog. Hot dog. AUDIENCE: The bread. PROFESSOR: The bread. Bun is bread. AUDIENCE: OK. PROFESSOR: You like hot dogs? AUDIENCE: Yes. AUDIENCE: Not hot dogs, right? Hot dogs. Hot dogs, not hot dogs. Right? Hot dogs. AUDIENCE: Dangerous. PROFESSOR: OK. So how would you say this? The first one? AUDIENCE: [INAUDIBLE] PROFESSOR: How you say how would you say the first one? AUDIENCE: Matthew found a blackbird. Matthew found a black bird. [INTERPOSING VOICES] AUDIENCE: Blackbird. Black bird. Matthew found a blackbird. PROFESSOR: OK. [INAUDIBLE],, can you say the first sentence? AUDIENCE: Matthew found a blackbird nest. PROFESSOR: Very good. Blackbird nest. Blackbird nest. Blackbird nest. OK. [INAUDIBLE],, can you say the second sentence? AUDIENCE: Matthew found a black bird nest. PROFESSOR: Black. Black. Bird nest. Black bird nest. Black bird nest. What kind of nest? Bird nest. OK. Compound is after you-- trying to figure out what-- you look at a word, or two adjectives, noun. It's actually very difficult to figure out whether this is a compound noun, or adjective and noun. It's actually very difficult. One thing you could do is to ask yourself if you could say, what kind of nest is it? Because it's a bird nest. Then it's a compound noun. That's just one of many ways. You could say, what kind of brush is it? It's a toothbrush. What kind of brush is it? It's a hairbrush. AUDIENCE: Hairbrush. PROFESSOR: Paint brush. Then it's a compound noun, right? You could say, what kind of nest is it, right? AUDIENCE: Bird nest. PROFESSOR: It's a blackbird nest. AUDIENCE: Bird nest. PROFESSOR: So here, it's a bird nest that is black. But here, it's-- blackbird is a kind of bird. It's a blackbird nest. So you say, blackbird nest. AUDIENCE: Blackbird. PROFESSOR: OK? AUDIENCE: So only the nest is black, right? PROFESSOR: Which one? This one? AUDIENCE: The second one. PROFESSOR: The second one. AUDIENCE: One is black. PROFESSOR: It's a black-- AUDIENCE: What is black? AUDIENCE: The bird is black, or-- AUDIENCE: Bird. AUDIENCE: Black bird? PROFESSOR: It's a black bird nest. AUDIENCE: Nest is the-- PROFESSOR: Nest, nest. Nest is black. It's a black bird nest. Yes, nest is black, not the birds. It's a black bird nest. It's a black bird nest, not the bird. Nest is black. Nest is-- AUDIENCE: Nest is black, yeah. PROFESSOR: It's a nest that is black. It's a bird's nest that is black. AUDIENCE: Yes. PROFESSOR: OK. It's a-- OK. Now, verb compounds, verb compounds. What you want to remember is, just like noun compounds, what do you do with the noun compounds? Where is the stress? AUDIENCE: In the first part. PROFESSOR: First one or the second one? AUDIENCE: First one. PROFESSOR: First one. It doesn't matter whether it's adjective or a noun. The first one is always stressed. In a verb compound, it's all the same. You stress the first word, OK? You stress the first one. Here. AUDIENCE: Housesit. PROFESSOR: Housesit. AUDIENCE: Housesit. Handcuff. Ghostwrite. Tiptoe. Videotape. PROFESSOR: Videotape. Videotape. AUDIENCE: Videotape. PROFESSOR: Videotape. AUDIENCE: Videotape. PROFESSOR: Now, this becomes important, because last week, we learned that when you have a prefix in a verb, what happens? Prefix usually-- low stress, right? So you say-- AUDIENCE: Overflow. PROFESSOR: Overflow. AUDIENCE: Overflow. PROFESSOR: Overflow. AUDIENCE: Insult. PROFESSOR: Insult. AUDIENCE: Insult. PROFESSOR: Conduct. AUDIENCE: Conduct. AUDIENCE: Protest. PROFESSOR: Protest. AUDIENCE: Record. PROFESSOR: Record. Record. OK? So you don't want to get those two mixed up. OK, that's a very common mistake. Students learn-- OK, prefix, wow, in a verb. You stress the second one. OK, oh, that's easy. And you read something like this-- housesit, handcuff, ghostwrite. No, these are compounds. Compounds. Compounds and words that has prefixes-- they are different. OK? So fact one-- compound nouns and verbs are always stressed in the first word. There are no exceptions. Compound nouns and verbs-- always stress the first word. Fact two-- prefixes are not stressed in verbs, OK? There are no exceptions. Prefixes are never stressed in verbs and adjectives, but are stressed in nouns-- some nouns. Some nouns, usually with Germanic prefixes, OK? And some Latinate prefixes, too. So we have those two part of speech alternations. Record, record, right? Insult, insult. Permit, permit. Any other? AUDIENCE: Record. PROFESSOR: Huh? AUDIENCE: Record. PROFESSOR: Yeah, record, record. Any other words? Any other? Huh? AUDIENCE: Conduct. PROFESSOR: Conduct, conduct. Come on, give me some examples. I'm conducting. Huh? [LAUGHTER] Huh? AUDIENCE: Present. PROFESSOR: Present. AUDIENCE: Present. PROFESSOR: Present. Present, present. OK. Very important. Did you see that movie Memento? AUDIENCE: Yes. PROFESSOR: Memento? AUDIENCE: Memento. PROFESSOR: Memento. "Muh-men"-- stresses the "men." "Muh-men-to." AUDIENCE: Memento. PROFESSOR: Memento. AUDIENCE: Memento. PROFESSOR: Memento. AUDIENCE: Memento. AUDIENCE: Is it from Latin? PROFESSOR: Memento. AUDIENCE: Yes, it is [INAUDIBLE].. PROFESSOR: Latin? Yes, yes. AUDIENCE: If that's Latin, I think it should be memento. PROFESSOR: "Muh-men"-- stresses "men." "Muh-men-to." AUDIENCE: Yes. AUDIENCE: In Latin translation-- AUDIENCE: Memento. The memento-- PROFESSOR: Stresses the second syllable-- "muh-men-to." AUDIENCE: That's fine. But in Latin, I don't think every [INAUDIBLE] schwa. PROFESSOR: Well, but now it's English. I don't care if it comes from Greek or Latin. But we say it as an English word. So it becomes a memento. Memento. We say as-- AUDIENCE: But that is not-- PROFESSOR: If you see that movie, he writes fact on his body, right? So I made this lesson after watching that movie. AUDIENCE: Fact 1. PROFESSOR: Said fact 1, fact 2. [LAUGHTER] OK, adjective compounds. It's a little bit more complicated. Verb compounds, noun compounds-- always stressing the first syllable, OK? Adjective compounds-- usually, the default is stressing the second one, OK? Like this. My dog's well-trained. My dog's well-trained. AUDIENCE: My dog's well-trained. PROFESSOR: It's secondhand. AUDIENCE: It's secondhand. PROFESSOR: Secondhand. AUDIENCE: Secondhand. PROFESSOR: He's good-looking. AUDIENCE: He's good-looking. PROFESSOR: He's good-looking. AUDIENCE: He's good-looking. PROFESSOR: Looking. AUDIENCE: Looking. PROFESSOR: Not "Luke, Luke." AUDIENCE: "Luke." PROFESSOR: "Luke" is "Luke, I'm your father." AUDIENCE: I'm your father. [LAUGHS] PROFESSOR: OK? Look. Look, he's good-looking. He's good-looking. AUDIENCE: Looking. PROFESSOR: OK, but if these compound adjectives are followed by nouns, then you shift the stress. You put the stress on the first word. So you say-- AUDIENCE: Well-trained dog. PROFESSOR: Well-trained dog. AUDIENCE: Well-trained dog. AUDIENCE: Secondhand. PROFESSOR: Secondhand bookstore. AUDIENCE: Secondhand bookstore. PROFESSOR: Secondhand bookstore. AUDIENCE: Secondhand bookstore. PROFESSOR: Secondhand bookstore. AUDIENCE: Secondhand bookstore. PROFESSOR: Secondhand bookstore. AUDIENCE: Secondhand bookstore. Good-looking haircut. AUDIENCE: Good-looking. AUDIENCE: Haircut. AUDIENCE: Secondhand. AUDIENCE: Good-looking haircut. PROFESSOR: Good-looking? AUDIENCE: Haircut. PROFESSOR: Haircut. AUDIENCE: Haircut. AUDIENCE: Hair. PROFESSOR: Yes? Yes? [INTERPOSING VOICES] [LAUGHTER] $10. Harvard Square, $10. AUDIENCE: Oh, that's cheap. PROFESSOR: Very cheap. Though I'm not a cheapskate. [LAUGHTER] OK, the teen numbers, as well as all hyphenated numbers are-- they're compound adjectives, OK? So for instance, Isaiah was 17. Isaiah was 17. Repeat after me. Isaiah was 17. AUDIENCE: Isaiah was 17. PROFESSOR: Isaiah was 17 when he first came to America. Isaiah was 17. AUDIENCE: Isaiah was 17. PROFESSOR: But here, you say 17 years old. AUDIENCE: 17 years old. PROFESSOR: The stress is in 7-- 17 years old. AUDIENCE: 17 years old. PROFESSOR: OK? Or 27 years old. AUDIENCE: 27 years old. PROFESSOR: But here, so the stress is here-- 20 and 7. Here, you say Isaiah is 27. AUDIENCE: Isaiah is 27. PROFESSOR: I wish. Isaiah is 27. AUDIENCE: Isaiah is 27. AUDIENCE: Are you joking? [LAUGHTER] PROFESSOR: What? No, this is true. Look at the tense-- Isaiah is 27. I kind of stopped getting older after a certain point. OK, the "-ty" numbers 30 and 70 are always stressed on the first syllable. So you say, so how do you tell the difference between 30 and 13? 30-- you put stress-- 30. AUDIENCE: 30. PROFESSOR: 13. AUDIENCE: 13. PROFESSOR: 13. AUDIENCE: 13. PROFESSOR: 13. AUDIENCE: 13. PROFESSOR: OK? But here, you see, in cases like these, we put stress on the "thir." 13. AUDIENCE: 13. PROFESSOR: Or 30. So how do you tell the difference if the stress moves to the first one? 13. AUDIENCE: 13. PROFESSOR: Very good. Flap, flap. You pay attention to the flap. 30. If you hear a flap, then it becomes a 10, 10. 30, 40. AUDIENCE: 40. PROFESSOR: 50. AUDIENCE: 50. AUDIENCE: 50. PROFESSOR: 50. 60, 70. OK, 30, 40. But 13, 14, 15, OK? You pay attention to the flap. AUDIENCE: 30. PROFESSOR: OK. Reflexives are actually-- you can think of it as exceptions, because my-- AUDIENCE: Self. Myself. PROFESSOR: These are two words, right? Two words. But then we always put stress in the second one-- myself. AUDIENCE: Myself. PROFESSOR: Yourself. AUDIENCE: Yourself. PROFESSOR: Herself. AUDIENCE: Herself. PROFESSOR: Himself. AUDIENCE: Himself. PROFESSOR: Ourselves. AUDIENCE: Ourselves. PROFESSOR: Themselves. AUDIENCE: Themselves. PROFESSOR: OK? AUDIENCE: Self. AUDIENCE: Yourselves. PROFESSOR: We're going to stop here. We're going to take a look at phrasal verbs next time. OK. H is very interesting. They're playing cards. AUDIENCE: Playing cards. PROFESSOR: They're playing cards. AUDIENCE: Playing cards. PROFESSOR: When you say they're playing cards, what does that mean? They're playing cards. Deck of cards. They're playing cards. AUDIENCE: Cards for playing. PROFESSOR: OK. They are. And they are playing cards. We say, they're playing cards, they're playing cards. AUDIENCE: They're playing cards. PROFESSOR: Playing. AUDIENCE: Playing. PROFESSOR: Playing games with the cards, OK? Fascinating, no? Just by moving the stress, they're playing cards becomes they are-- AUDIENCE: Cards. PROFESSOR: The noun. They're playing cards. Playing becomes, they're playing-- playing becomes a verb. Don't you find that fascinating? AUDIENCE: Yeah. PROFESSOR: The stress makes a huge difference. What about K? Are they washing machines? AUDIENCE: Washing machines. PROFESSOR: This is something that we haven't talked about yet. But we're going to talk about intonation later on. Once you go up, you don't want to come down. Are they washing machines? AUDIENCE: Washing machines. PROFESSOR: Washing-- you don't say, are they washing machines. You don't say, are they washing machines? You went up on the washing, right? Then you have to stay up. Are they washing machine? AUDIENCE: Are they washing machines? PROFESSOR: Machines. If you say, are they washing machines? AUDIENCE: Are they washing machines? PROFESSOR: Are they washing machines? AUDIENCE: Are they washing machines? PROFESSOR: Then washing becomes, again, present participle-- washing. A verb, OK? Are they washing machines? AUDIENCE: Are they washing machines? PROFESSOR: Are they washing machines? AUDIENCE: Are they washing machines? PROFESSOR: Fascinating. Fascinating. AUDIENCE: Fascinating. PROFESSOR: Amazing. AUDIENCE: Amazing. PROFESSOR: Now, any other questions about this? What about N? AUDIENCE: Boardwalk. AUDIENCE: Boardwalk. PROFESSOR: Have you ever seen a boardwalk? AUDIENCE: Boardwalk. PROFESSOR: Have you ever seen a board walk? Well, what does the second one mean? Have ever seen a board walk? AUDIENCE: Board walk. PROFESSOR: Have you ever seen a board walk? AUDIENCE: Have you ever seen a board walk? PROFESSOR: What does that mean? AUDIENCE: Like a cartoon. PROFESSOR: Cartoon. You know cartoons. Some boards, they walk, right? [LAUGHTER] Have you ever seen a board walk? Walk is a verb there. AUDIENCE: Yeah. PROFESSOR: OK? Seen-- OK? Have you ever seen Michael Jordan play? OK, see something? See is an interesting verb. It takes a bare infinitive. OK, see, watch him play, see him play, OK? Have you ever seen a board walk? OK. Now, let's turn to-- any other questions about this? Any other questions about the compounds? No? OK. Now, let's turn to-- what? Where are we? Yeah-- course packet page 66. If you turn to page 66-- OK. So we're going to number off-- 1, 2, 1, 2, 1, 2, 1, 2, OK? AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. AUDIENCE: 1. AUDIENCE: 2. PROFESSOR: OK. So if you're a number 1, you're going to be looking at page 66, OK? You're partner number 1. If you're a number 2, you're going to look at page 67, OK? So think about the stress. Think about the stress. OK, partner 1, for instance, you say, how many people were at your party? And you just read your answer. About 40. 40. OK, get the flap there. 40, OK? AUDIENCE: 40. PROFESSOR: So you read eight. You go through eight questions, and then switch roles, OK? Switch roles. And then partner 2 asks from 9 to 16, OK? And partner 1 answers the question, OK? Let's do that. [SIDE CONVERSATIONS] AUDIENCE: How old is Janet? AUDIENCE: She's 80. AUDIENCE: How much does this shirt cost? AUDIENCE: Sorry? How much does this shirt cost? AUDIENCE: Does the shirt cost. [SIDE CONVERSATIONS] AUDIENCE: I'm asking the same question you answered. How old is Janet? AUDIENCE: She's [INAUDIBLE] years old. [SIDE CONVERSATIONS] AUDIENCE: How much does this shirt cost? [SIDE CONVERSATIONS] PROFESSOR: Looking for a pencil? Finished? Ooh. No, not yet. [SIDE CONVERSATIONS] AUDIENCE: "Tee-ler"? PROFESSOR: Tyler. AUDIENCE: Tyler. AUDIENCE: He is 60. PROFESSOR: Ooh. Here is? AUDIENCE: He is 16. PROFESSOR: He is 16. He is 16, 16, 16. AUDIENCE: 16. PROFESSOR: 16. AUDIENCE: 16. AUDIENCE: 4. PROFESSOR: 40. AUDIENCE: 40. AUDIENCE: 40. PROFESSOR: Hear the 40. AUDIENCE: 40. PROFESSOR: Oh, just do the first one. Finished? AUDIENCE: I think-- 13. 13 age. [SIDE CONVERSATIONS] PROFESSOR: OK. Did you finish the first one? AUDIENCE: 16. AUDIENCE: Yes. PROFESSOR: Just did the first one now. First one? You finish the first one? Any questions? Any questions? The first one is very easy, right? OK. What about 12? What's the answer for 12? OK, the partner 2-- everyone, partner 2, read question 12, please. Partner 2. AUDIENCE: How old is Tyler? PROFESSOR: One more time. AUDIENCE: How old is Tyler? PROFESSOR: One more time. AUDIENCE: How old is Tyler? PROFESSOR: How old is what? AUDIENCE: Tyler. PROFESSOR: Tyler. AUDIENCE: Tyler. PROFESSOR: OK. And number 1? AUDIENCE: He's 16. PROFESSOR: He's 16. AUDIENCE: He's 16. PROFESSOR: OK? AUDIENCE: He's 16. PROFESSOR: He's 16. AUDIENCE: He's 16. PROFESSOR: He's 16. AUDIENCE: 16. PROFESSOR: OK? OK. Now let's move on to-- any questions about number 1? OK. Let's move on to the second one, the bottom one. Same thing. If you're partner 1, you asked the question. Who drives a cab? And you say? Partner 2 says what? Who drives a cab? AUDIENCE: The cab driver. PROFESSOR: A cab driver. AUDIENCE: Cab driver. PROFESSOR: Cab driver. AUDIENCE: Cab driver. PROFESSOR: OK? D-R-I-V-E-R. How do you say D-R-I-V-E-R? AUDIENCE: Driver. AUDIENCE: Drive. PROFESSOR: Driver. Driver. AUDIENCE: Driver. PROFESSOR: Nick Browning. Driver. AUDIENCE: Driver. PROFESSOR: Driver. AUDIENCE: Driver. PROFESSOR: OK. AUDIENCE: Driver. [SIDE CONVERSATIONS] AUDIENCE: Who plays records on the radio? AUDIENCE: Disc jockey. [SIDE CONVERSATIONS] AUDIENCE: A news reporter. PROFESSOR: A news reporter. AUDIENCE: Reporter. PROFESSOR: Reporter. AUDIENCE: Reporter. PROFESSOR: Good. [SIDE CONVERSATIONS] AUDIENCE: A news reporter. A news reporter. PROFESSOR: Yes. AUDIENCE: Who makes dresses? AUDIENCE: The French teacher. We have to say French teacher, or French teacher? PROFESSOR: French. AUDIENCE: French. PROFESSOR: French teacher. French teacher. AUDIENCE: [INAUDIBLE] is the who paints signs? PROFESSOR: Let me see. AUDIENCE: There's sign painter. PROFESSOR: The sign painter. Sign painter. AUDIENCE: But [INAUDIBLE] what kind of bird-- what kind of nest did you say that bird nest? PROFESSOR: So-- AUDIENCE: Bird nest. PROFESSOR: Yeah, bird nest. So what kind of painter is he? He's a sign painter. AUDIENCE: Sign painter. Who paints signs? AUDIENCE: French teacher. PROFESSOR: Sign painters. No-- yeah. AUDIENCE: Sign painters? PROFESSOR: No, no, no, no. You put stress on the first one. AUDIENCE: OK. PROFESSOR: This one. Put stress on the first one. Question? You had a question? AUDIENCE: Yes, about dishwashers. PROFESSOR: Dishwasher. AUDIENCE: Is it a machine if you say dishwasher? PROFESSOR: Dishwasher is a machine. AUDIENCE: What if this-- PROFESSOR: No, no. Dishwasher-- dish washing machine. It's a person, right? Who washes dishes? Yes, dishwasher. AUDIENCE: The dishwasher [INAUDIBLE]?? PROFESSOR: Compound noun. It's a compound noun, right? So you put stress on the first one. Dishwasher. AUDIENCE: How do you say about the person who washes dishes? PROFESSOR: Dishwasher. AUDIENCE: Dishwasher? PROFESSOR: Yeah, dish. AUDIENCE: Dishwasher. PROFESSOR: Yeah. Dish washing machine. Dish washing machine. AUDIENCE: Dish washing machine. [LAUGHTER] PROFESSOR: What do you-- yeah. I think that's-- dish washing. Dish washing machine. Dish washing machine. Put dish washing machine. AUDIENCE: Dish. PROFESSOR: Dish washing machine, yeah. AUDIENCE: [INAUDIBLE] usually [INAUDIBLE] --dishwasher mean a machine? PROFESSOR: You got me on that one. I'm confused now. Dishwasher. AUDIENCE: Dishwasher. PROFESSOR: Dishwasher. I think so, too. AUDIENCE: I wanted to say the first one. PROFESSOR: Dishwasher. Dishwasher. Yeah, we'll look it up. We'll look it up. Dishwasher. [SIDE CONVERSATIONS] OK. OK, partner 1, number 1, partner 1, number 1, read the question. Partner 1. AUDIENCE: Who drives the cab? PROFESSOR: 2. Partner 2 answers the question. AUDIENCE: Cab driver. PROFESSOR: Cab driver. AUDIENCE: Cab driver. PROFESSOR: OK, number 2. AUDIENCE: Who paints signs? PROFESSOR: OK, answer? AUDIENCE: A sign painter. PROFESSOR: A sign? AUDIENCE: Painter. PROFESSOR: Sign painter. AUDIENCE: Sign painter. PROFESSOR: 3. AUDIENCE: Who counts money in the bank? PROFESSOR: One more time. AUDIENCE: Who counts money in the bank? PROFESSOR: One more time. AUDIENCE: Who counts money in the bank? PROFESSOR: At a bank. At a-- becomes a flap. At a. AUDIENCE: At a bank. PROFESSOR: Who counts money at a bank? AUDIENCE: Who counts money at a bank? PROFESSOR: At a, at a. AUDIENCE: At a bank. PROFESSOR: At a. OK? So you do not want to say at. You don't want to say at. If you say at, you're finished. [LAUGHTER] Say at a. AUDIENCE: At a. PROFESSOR: At a. At a bank. AUDIENCE: At a bank. PROFESSOR: At a bank. AUDIENCE: At a bank. PROFESSOR: Think of linking. At a bank. AUDIENCE: At a bank. PROFESSOR: OK? The answer? AUDIENCE: A bank teller. PROFESSOR: A bank teller. AUDIENCE: Bank teller. PROFESSOR: A bank teller. AUDIENCE: A bank teller. PROFESSOR: Next. AUDIENCE: Who [INAUDIBLE] people's eyes? PROFESSOR: One more time. AUDIENCE: Who [INAUDIBLE] people's eyes? PROFESSOR: Answer? AUDIENCE: An eye doctor. PROFESSOR: Huh? AUDIENCE: An eye doctor. PROFESSOR: An eye-- AUDIENCE: Eye doctor. PROFESSOR: "Uh-nye," an eye, an eye doctor. AUDIENCE: An eye doctor. PROFESSOR: An eye doctor. AUDIENCE: An eye doctor. PROFESSOR: An eye doctor. AUDIENCE: An eye doctor. PROFESSOR: OK, next? AUDIENCE: An eye doctor. AUDIENCE: Who puts out fires? AUDIENCE: Who puts out fires? PROFESSOR: Who puts out fires? AUDIENCE: Who puts out fires? PROFESSOR: Next? The answer? AUDIENCE: Firemen. PROFESSOR: Huh? AUDIENCE: A fireman. A fireman. PROFESSOR: Firemen. AUDIENCE: Firemen. PROFESSOR: OK, next. AUDIENCE: Who makes dresses? PROFESSOR: Answer? AUDIENCE: A dressmaker. PROFESSOR: OK. Next? AUDIENCE: Who washes dishes? PROFESSOR: The answer? AUDIENCE: Dishwasher. PROFESSOR: Huh? AUDIENCE: Dishwasher. PROFESSOR: Louder. AUDIENCE: A dishwasher. PROFESSOR: OK, next question. AUDIENCE: Who delivers milk? PROFESSOR: OK, the answer? AUDIENCE: A milkman. PROFESSOR: A? AUDIENCE: Milkman. PROFESSOR: Milkman. AUDIENCE: Milkman. PROFESSOR: Or milkmen. AUDIENCE: Milkman. PROFESSOR: OK, next. Number 9. AUDIENCE: Who teaches French? AUDIENCE: Who teaches French? AUDIENCE: A French teacher. PROFESSOR: A French teacher. AUDIENCE: A French teacher. PROFESSOR: Who teaches French? French teacher. 10? AUDIENCE: Who sells cars? PROFESSOR: The answer? AUDIENCE: A car dealer. PROFESSOR: OK. 11? AUDIENCE: Who reports the news? PROFESSOR: The answer? AUDIENCE: A news reporter. PROFESSOR: OK, 12? AUDIENCE: Who drives a truck? PROFESSOR: Answer? AUDIENCE: A truck driver. PROFESSOR: A truck driver. AUDIENCE: Truck driver. PROFESSOR: Truck driver. AUDIENCE: Truck driver. PROFESSOR: 13? AUDIENCE: Who delivers the mail? PROFESSOR: The answer? AUDIENCE: Mailman. PROFESSOR: A mailman. AUDIENCE: Mailman. PROFESSOR: OK? 14? AUDIENCE: Who plays records on the radio? PROFESSOR: Answer? AUDIENCE: A disc jockey. PROFESSOR: Disc jockey. AUDIENCE: Disc jockey. PROFESSOR: 15? AUDIENCE: Who stands by the door? PROFESSOR: Answer? AUDIENCE: A doorman. PROFESSOR: Doorman. 16? AUDIENCE: Who drives the bus? PROFESSOR: The answer? AUDIENCE: A bus driver. PROFESSOR: OK. Any questions? AUDIENCE: No. [LAUGHTER] PROFESSOR: No? OK. You can get ready to go home. [LAUGHTER] AUDIENCE: Report is a verb? PROFESSOR: Report is a verb. AUDIENCE: And this word is a noun? PROFESSOR: This is a report. I need to write or report. Yes, report. So yeah, not all words, not all pairs follow the part of speech alternation pattern. Report, report, control, control, survey, survey. One thing, actually, you can get ready to pack up. Fireman-- that's actually supposed to be-- according to the rule, you're supposed to say what? Fireman. Because it's a compound, right? So you're supposed to say fireman. It's not supposed to get reduced to a schwa. But we say firemen. AUDIENCE: Fireman. PROFESSOR: But now we don't even say fireman now. What do we say? Fire fighters, right? Instead of policemen, we say police officers, right? AUDIENCE: Police officers. PROFESSOR: But it's actually-- it does not follow the rule. It's supposed to be policeman. But nobody says policeman. "Police-mun." Becomes reduced, right? Actually, you know Friends? You know Friends? TV show, Friends? You know Joe? That's the smart guy in that show. In one of the episodes, he goes, you know how we say policeman and fireman? And other people go, yeah. And? And Joe goes, don't you think we should say "Super-mun," and "Spider-mun," "Bat-mun"? [LAUGHTER] But it's actually the other way around, right? According to our rule, we you say policeman, right? Superman follows the rule, because it's a compound. Superman, Batman. We're not supposed to say "Bat-mun," OK? OK. For homework-- on Thursday, there is no class on Thursday. We have a Veterans Day. What's on Thursday? What? AUDIENCE: Veterans Day. PROFESSOR: Get the flap. "Veh-ter-an." "Veh-ter-an." Veterans Day. AUDIENCE: Veterans Day. PROFESSOR: OK. On Tuesday, please read these chapters-- chapter 13 and 14 for big picture, and accurate English chapter 8.