Pronunciation

© 2002 Steven Donahue

Pronunciation Manual & CD

Professor Steven Donahue

Miami-Dade Community College

Spring 2006

This book and CD cover about 100 features of the English Sound System.

© 2006 Steven Donahue All Rights Reserved

REDUCE YOUR ACCENT! 5

on

“Good Fencesmake good neighbors.”

“What did he say!?Good wrenchesmake goodlaborers?”

“Hey, dude. I knowa good Accent

Reduction Course.”

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ten steps 6

Test Your Pronunciation 7

Identify Accent Interference 7

Master English Consonants 7

Conquer English Vowels 7

Hit the Right Rhythm 7

Step Six: Perfect Your Pitch 7

The Perfect Voice 7

Speak with Confidence 8

Test Your Progress 8

Read Aloud 8

consonants and vowels 8

LISTEN AND SELECT THE THE WORD OR PHRASE YOU HEAR 9

Vowel Inventory 11

Consonant Inventory 11

Circle the word 12

Schonell Reading Test 14

DICTATION PRACTICE 15

CONSONANTS 15

VOWELS 16

AFFIX 16

PLURAL 16

SYLLABLES 17

CAPITAL & APOSTROPHE 17

47 SPELLING RULES 17

47 SPELLING RULES 17CONSONANT RULES: 17CONSONANT RULES: 17

VOWEL RULES 18

VOWEL RULES: 18

AFFIX RULES 18

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AFFIX RULES: 18

: PLURAL RULES 19

: PLURAL RULES 19

SYLLABICATION RULES 19

SYLLABICATION RULES: 19

CAPITAL LETTER 19

CAPITAL LETTER & APOSTROPHE RULES 19

Arabic 20

Czech 20

Croatia 21

Farsi 21

French 21

German 21

Ghana 21

Hong Kong 22

Hmong 22

Hungarian 22

India 22

Italy 23

Japanese 23

Korean 23

Nigeria 24

Norway 24

Polish 24

Portuguese 24

Portuguese 24

Russian 24

Sierra Leone 24

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Singapore 25

South Africa 25

Spanish 25

Tagalog 26

Thai 26

Turkish 26

Vietnamese 26

Step Three: Master English Consonants 27

CONSONANTS 27

/p/ 27

/b/ 29

/t/ 31

/d/ 32

/k/ 34

/g 36

/T/ 37

/D/ 39

/s 40

/z/ 42

/S/ 43

/Z/ 45

/h/ 46

/y 48

/w 50

/÷/ 51

/f / 53

/v/ 54

/m/ 56

/ n/ 58

/l/ 59

Î/ 60

/T/ 62

/D 63

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/ r 65

/à 67

/?/ 68

/Q/ 69

/ t/ /n/ /d/ /l/ 70

/ t9/ /d/ 71

VOWELS 72

iy 72

/I/ 74

/ey/ 75

EI 80

{ 88

/a/ 93

/uw/ 94

/U/ 96

/ow 97

/O/ 98

/ay 100

/aw/ 101

/Oy/ 103

/@/ 104

/@r/ 105

/ö/ 106

STRESS 107

28. ONE SYLLABLE 108

TWO SYLLABLE (STRESS ON FIRST SYLLABLE) 108

TWO SYLLABLE ( STRESS ON SECOND SYLLABLE 109

COMPOUND NOUNS 109

COMPOUND VERBS 110

PRONOUNS 110

NUMBERS 110

NOUN VERB PAIRS 111

POLYSYLLABIC WORDS 112

PHRASAL VERBS 112

ADDED SUFFIX 113

SPECIAL ENDINGS 113

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Sentence Stress 114

CONTENT WORDS 114

FUNCTION WORDS 114

THOUGHT GROUPS 115

Intonation Patterns in English 115

STATEMENTS 117

WH- QUESTIONS 118

YES-NO QUESTIONS 119

ECHO QUESTIONS 120

COMPARISONS AND CONTRASTS 121

IMPLICIT CONTRASTS 123

NON FINAL INTONATION 124DISTANT 124CLOSE 125SUSPENSE 125

SERIES WITH AND 126

ALTERNATIVE QUESTIONS 126

ALTERNATIVES WITH OR 127

DOUBLE YES-NO 127

DIRECT ADDRESS 128

TAG QUESTION REAL 129

TAG QUESTIONS—RHETORICAL 129

FOCUS 130

PERFUNCTORY 131

ENTHUSIASM 132

COAXING 133

IRONY 134

SHOCK 135

SURPRISE 135

APPROVAL 136

PLACE-NAMES 137

NEW INFORMATION 137

MEANING SHIFT 138

SLIDE 138

DETRMINED 139

LINKING 141

Linking and /y/ glides 141

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Linking and /w/glides 141

Glottal stop linking--/?/ 142

Linking and /r/ insertion 142

Linking and Intervocalic Consonants 143

Linking and Resyllabification 143

Linking and Consonant Elongation 144

Linking and Unreleased 144

DELETION 145

Deletion in Medial Position 145

Deletion in Final Position 145

Deletion and Syncope 146

Deletion of initial syllable 147

Deletion of noninitial /r/ 147

Deletion of Final /v/ 148

Deletion of initial /h/ 148

Deletion and /D/ 149

Assimilation 149

Progressive Assimilation 149

Regressive Assimilation 150

Palatalization Assimilation 151

EPENTHESIS 152

Epenthesis 152

Dissimilation 152

Perfect Pronunciation Through Poetry 153

The New Colossus 153

Cough and Dough 153

THE CHAOS 154

OUGH 157

Teaching Pronunciation with Mother Goose Rhymes 158

Practice of P, T, K 158

Linking 159

Tapped T 159

TH [T] and TH [D] 160

Double Consonants 160

Intonation in a Series 161

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Intonation 161

[end] 164

REDUCE YOUR ACCENT!(in ten steps)

By Professor Steven Donahue

IntroductionDear Dr. Pronunciation,

I’ve fallen in love with a Brazilian man, and we are now engaged. I am returning with him to make introductions to my family that lives in Wisconsin. But I’m afraid that the visit is going to explode in my face because my father is a stuffy English teacher and a pronunciation maven. Yet, Erico, my lover is unable to say even the word “Wisconsin” correctly—it sounds like “Vees-Coe-Sin.” Please give me some emergency advice for his accent and save my wedding day!

Tongue-tied in Rio.

---

Dear Tongue-Tied,

Pardon the expression, but your primary accent should be on nurturing your budding relationship by instilling confidence into your lover as he crosses over to another culture.Portuguese, the language of Brazil, happens to not have a W sound, so Erico is probably substituting the U sound—or something in between a U and a V. In addition,Portuguese is very nasal, while American English is not—so he is probably passing over the N sound in the

middle of the word. Sit down with him and show him how to make a full W sound. Put your hands on his face so that he says it fully—“Double U” and “Wah Wah Wah” like a baby. Then blind fold him and say these words:

Wheel VealWhale VailWorse VerseWet VetWe “V”Womb Voom

Then have him lift his right hand if he hears a W; Left for V. If his score is over 50%--give him a passionate kiss and get on to the altar.………………………………………………………………………………………….

By taking this course and using this CD you have begun an important learning process—discovering your wonderfully unique accent and voice. Really, the term “Accent Reduction” is not the best. Perhaps it should be called Accent Improvement or Accent Enhancement. After all, there are very successful people with accents in television and movies! Think of some: Salma Hayek, Arnold Shwarznegger, Danny Thomas, Tony Curtis, and Charlie Chan.

Most of us know that there are areas of our pronunciation that need improvement. Some of us may have a foreign accent because we speak English as a second language. For native speakers, we may have a US regional

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accent that marks us in some way in our new location or in the workplace. And for some, due to our social or educational backgrounds, we have give-away pronunciation markers that identify us. In fact, we know that the moment that we open our mouth to speak, we reveal a wealth of information about ourselves: age, gender, educational background, even physical size.

Can you reduce your accent? Yes! The art and science of reducing an accent has come along way since the days of Professor Henry Higgins in My Fair Lady and the repetitive practice of phrases such as “It rains mainly in the plain in Spain.” In this Manual and CD, we will discover some fantastic techniques for analyzing and fixing your individual accent.

The first step is to analyze your accent.

The second step is to take the lessons that are responsive to your particular accent problem.

As you read take this course, practice in front of the mirror, with audio cassettes or a video camera, or with a person whose accent you like. Listen to speakers who you admire on the radio or television. Your efforts at becoming a better speaker ofEnglish will be rewarded as people remark on how well you enunciate you words and phrases.

REDUCE YOUR ACCENT!(in ten steps)

1. Step One: Test Your Pronunciation

2. Step Two: Identify Accent Interference

3. Step Three: Master English Consonants

4. Step Four: Conquer English Vowels

5. Step Five: Hit the Right Rhythm

6. Step Six: Perfect Your Pitch

7. Step Seven: The Perfect Voice

8. Step Eight: Speak with Confidence

9. Step Nine: Test Your Progress

10. Step Ten: Practice—Read Aloud

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Step One: Test Your Pronunciation

The following CD includes a comprehensive pronunciation analysis of your accent patterns. In addition, in the back of this manual is a series of test words and phrases for all the consonants and vowels in English. Say them to your teacher or an native speaker of English. Be sure to do all of the exercises in the accompanying CD.

Step Two: Identify Accent Interference

Now that you have identified some possible areas of concern for you pronunciation patterns, it is time to try and figure out what some of the causes of an accent might be. Make a list of the words in English that you have a problem with. Words like “vegetable,” or “shrimp.”

Step Three: Master English Consonants

There are about 24 English consonants. The good news is that 16 arethe easy ones. They are almost “universal” because similar ones exist in most languages. Make a list of English consonants and divide into two groups: English Consonants The easy ones The hard ones

Step Four: Conquer English Vowels

In this chapter we cover the 16 vowels present in English. Just like the consonants, someare going to be pretty easy. Others however are going to be challenging. a list of English consonants and divide into two groups:

Vowels The easy ones The hard ones

Step Five: Hit the Right Rhythm

By Rhythm we mean the drum beat that goes on while we are speaking. In the dictionary,Rhythm is indicated by small stress signs ‘. We are going to cover some basic Rhythmpatterns of English, which if mastered, will make you a clearer speaker.

Rhythm

Step Six: Perfect Your Pitch

Intonation is how the emotional content of a spoken message is carried. If you use nointonation, you will sound like a computer or robot or machine like. No matter how important your message, people will not respond to it because it will seem unimportant, trivial, or boring. Intonation

Step Seven: The Perfect Voice

Have you ever been present when someone is speaking publicly, but they do not speak loudly enough? Or have you ever been on the phone with someone who mutters or isincoherent? Voice quality is something that gives an impression of you, as

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a speaker, to others.

Voice Quality

Step Eight: Speak with Confidence

How do you feel if you are called on to speak publicly, even before a small group? Doyour hands sweat? Do you feel butterflies in your stomach? Does your mind suddenly goblank?

Speak Confidently

Step Nine: Test Your Progress

Now it’s time to see how far we have come. Take the following tests again. Do not check the answers in the back beforehand. Compare your results from the first test. I am sure that if you have followed the preceding chapters you will find dramatic improvement. If you still

need to improve some area, go back and practice those units. Also continue to practice the exercises in the next chapter, Step Ten. And remember, give yourself some encouragement, you have come a long way to accent improvement! Progress Test

Step Ten: Practice—Read Aloud Practice the following words in this

book and in the accompanying CD and Speech Recognition

Read short passages of books and magazines to feel comfortable with your voice in English.

Step One: Test Your Pronunciation

The chart below covers all of the consonants and vowels in English. For really a really accurate description of the words, a special alphabet called the International Phonetic Alphabet (IPA) is used.

Vowels Keyword Transcribed Consonants Keyword Transcribed

i key ki p pea pi

ɪ pit pɪt b bee bi

e pet pet t toe təʊ

æ pat pæt d doe dəʊ

ɑ hard hɑd k cap kæp

ɒ pot pɒt g get get

ɔ raw rɔ f fat fæt

ʊ put pʊt v vet vet

u coo ku Ɵ thin Ɵɪn

ʌ hut hʌt ð then ðen

3 cur k3 s sack sæk

ə about/mother əbaʊt/mʌðə z zoo zu

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eɪ bay beɪ ʃ ship ʃɪp

aɪ buy baɪ ʒ measure meʒə

ɔɪ boy bɔɪ h hide haɪd

əʊ go gəʊ m man mæn

aʊ cow kaʊ n no nəʊ

ɪə peer pɪə ŋ sing sɪŋ

eə pair peə l lie laɪ

ʊə poor pʊə r red red

j year jɪə

w wet wet

ʧ chin ʧɪn

ʤ judge DeD

LISTEN AND SELECT THE THE WORD OR PHRASE YOU HEAR:

A B1. i: i2. eat it3. neat knit4. beat bit5. seat sit6. eel ill7. heel hill8. green grin9. teen tin10. reach rich11.sheep shipA B12. l r13. light right14. lice rice15. lot rot16. low row17. long wrong18. lead read19. led red20. lung rung

21. load road22. lock rockA B23. i e24.pit pet25.knit net26.mitt met27.sit set28. ill L29.bill bell30. fill fell31.will well32.hill hell33.did dealA B34.b v35.base vase36.berry very37.boat vote38.bolt volt39.best vest40.beer veer41.bent vent42.bat vat43.ban van44.curb curve

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A B45.e ae46.bet bat47.met mat48.set sat49.Ben ban50.Ken can51.den Dan52.bed bad53.head had54.said sad55. leg lagA B56.h f57.hall fall58.honey funny59.heat feet60.hold fold61.hollow follow62.hear fear63.hit fit64.hill fill65.hell fell66.hat fatA B67.ae a68.cat cot69.hat hot70.pat pot71. rat rot72.cap cop73.map mop74.mass moss75.math moth76.band bond77. lack lockA B78.s th79.sink think80.sank thank81.sing thing82.some thumb

83.sick thick84.sin thin85.use youth86.mass math87.pass path88.worse worthA B89.ou au/a:90.so saw91. low law92.hole hall93.bowl ball94.coal call95.wrote rot96.note not97.boat bought98.coat caught99.coast costA B100. z/d th101. bays bathe102. sues soothe103. breeze breathe104. close clothe105. Z thee106. den then107. dare there108. Dan than109. die thyA B110. o u111. cob cub112. rob rub113. sob sub114. cop cup115. pop pup116. dock duck117. lock luck118. stock stuck119. not nut120. won oneA B

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121. sh s122. ship sip123. sheet seat124. she sea,see125. shed said126. shelf self127. shell sell128. shingle single129. shit sit130. show sew131. leash lease132. fished fist

Test 2: Pronounce these words and phrases while a native speaker of English or your teacher listens and marks your mistakes.

Vowel Inventory

[ i ] 1. We see people and speak to bees.

[ I ] 2. It hit the mitt a bit and made Juan sit.

[ ey ] 3. Obey and pay is a great way to pray.

[ E ] 4. They led the dead leopard to the egg.

[ { ] 5. The trash made a splash and a crash.

[ a ] 6. Father had a massage at the spa.

[ aI ] 7. Try a diamond in your eye.

[ aw ] 8. How does an owl sit on a bough?

[ @ ] 9. The balloon on the sofa is from Africa.

[ @r ] 10. That person went early to church.

[ OI ] 11. The boy found oil in the oyster.

[ O ] 12. You ought to draw the ball.

[ ow ] 13. Do you own your old toe?

[u ] 14. She threw the shampoo in the zoo.

[ U ] 15. I mistook the book in the bush.

Consonant Inventory

[ l ] 1. A little old lady.

[ r ] 2. Robert borrowed a car.

[ p ] 3. The pet was chirping on the rope.

[ b ] 4. He bit the robber on the rib.

[t ] 5. The teen was bitter and hurt.

[ d ] 6. The dean was sudden and hard.

[ k ] 7. Keep the walker in Texas.

[ g ] 8. Don’t give yoga to a dog.

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[ f ] 9. Phone the surfer on the roof.

[ v ] 10. Vanish forever and live.

[ T ] 11. She has thin youthful teeth.

[ D ] 12. This father can bathe.

[ s ] 13. See the thirsty mice.

[ z ] 14. Zen is not lazy jazz.

[ S ] 15. Shout to the ocean a wish.

[ Z ] 16. The gendarme had the usual cortege.

[tS ] 17. Choose a mixture each.

[ dZ ] 18. Jane is at a fragile age.

[ h ] 19. Did he have a mishap?

[ y ] 20. The groom said yes in the churchyard.

[ w ] 21. Which witch is going to sweep?

[ m ] 22. Mom had a bamboo stem.

[ n ] 23. Nancy gave money for a gun.

[Î ] 24. That’s a strong song.

PLURALS

Place your papers, pens and books on the desks.

PAST TENSE

The teacher watched the students, answered a question, and laughed.

INTONATION

What time is it? Is it raining? His English is better than mine. We have pens, pencils, and paper.

COMMENTS:

Test 3: Circle the word you hear while a native speaker of English or your teacher says them aloud.

A B C D1 STOPS VS AFFRICATES SIWI TEAR CHAIR TEASE CHEESE2 FRICATIVES VS AFFRICATES SIWI SORE CHORE SUM CHUM

3STOPS VS FRICATIVES AFFRICATES SFWF RAT RASH OUT OUCH

4VOICED VS VOICELESS ALVEOLAR STOPS SIWI /D/VS/T/ DEER TEAR DIE TIE

5VOICED VS VOICELESS AFFRICATES SIWI JEER CHEER JOKE CHOKE

6VOICELESS VELARS VS ALVEOLARS SIWI:/K/VS/T/ CAR TAR CORE TORE

7 FINAL CONSONANT INCLUSION TEA TEAM TIE TIDE8 FINAL CONSONANT INCLUSION HIGH HIDE SEE SEAT

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9 FINAL CONSONANT INCLUSION BUY BIKE SEW SOAP10 INITIAL GLOTTAL INCLUSION: /H/ A HAY E HE11 INITIAL FRICATIVE INCLUSION: /F/ ARM FARM EEL FEEL12 INITIAL VELAR INCLUSION: /K/ R CAR ART CART13 INIT CONSONANT INCLUSION 'SH' SHOWER HOUR SHARE AIR14 INIT CONSONANT INCLUSION /S/ SEAL EEL SELL L15 FRICATIVE CONTRASTS SORT FORT SHORT SORE FOUR16 INITIAL ALVEOLAR INCLUSION /T/ IN TIN EYE TIE17 INITIAL CONSONANT INCLUSION US BUS APE TAPE

18GLOTTAL FRIC VS ALVEOLARSTOPSIWI/H/VS/T/ HOP TOP HALL TALL

19GLOTTAL VS LABIO-DENTAL FRICATIVESIWI:/H/VS/F/ HAT FAT HIT FIT

20GLOTTAL VS PALATO-ALVEOLAR FRICATIVESIWI HALL SHAWL HEAD SHED

21GLOTTAL VS ALVEOLAR FRICATIVESIWI:/H/VS/S/ SAUCE HORSE SOUP HOOP

22 LIQUID VS FRICATIVE SIWI/L/VS/S/ LINE SIGN LOW SEW23 LIQUIDS VS GLIDES SIWI/R/VS/W/ ONE RUN WIG RIG

24FRICATIVES VS GLIDES SIWI/F/VS/W/ FEEL WHEEL FIG WIG

25FRICATIVES VS GLIDES SIWI/V/VS/W/ VEST WEST VEIL WHALE

26PALATO-ALVEOLAR FRICATIVE VS AFFRICATESSFWF MASH MATCH DISH DITCH

27PALATO-ALVEOLAR FRICATIVE VS AFFRICATESSIWI SHOPS CHOPS SHOES CHOOSE

28LIQUIDS VS ALVEOLARS SIWI:/L/VS/D/ LOTS DOTS LOG DOG

29 NASALS VS LIQUIDS SIWI/N/VS/L/ KNEAD LEAD NIP LIP

30LABIO-DENTAL FRICATIVES VS STOPSSIWI:/F/VS/D/ FILE DIAL FISH DISH

31ALVEOLAR VS PALATO-ALVEOLAR FRICATIVESSIWI SUIT SHOOT SOCK SHOCK

32ALVEOLAR VS LABIO-DENTAL FRICATIVESSIWI:/S/VS/F/ SOLD FOLD SAUCE FORCE

33ALVEOLAR VS LABIO-DENTAL FRICATIVESSIWI:/S/VS/F/ SUN FUN SEED FEED

34 /N/ VS 'SH' SIWI GNAW SHORE KNEE SHE35 /W/ VS /L/ SIWI WOK LOCK WINE LINE36 /W/ VS /L/ SIWI WHY LIE WAKE LAKE37 ALVEOLAR VS PALATO-ALVEOLAR SIGN SHINE SEW SHOW

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FRICATIVESSIWI38 /N/ VS /S/ SIWI GNAW SAW NINE SIGN39 /N/ VS 'NG' SFWF RON WRONG PIN PING40 'TH' VS /F/ SIWI THIN FIN THAW FOUR41 /V/ VS /B/ SIWI VASE BARS VEST BEST42 /L/ VS /J/ SIWI LAWN YAWN LOU YOU43 /P/ VS /SP/ PIE SPY PEACH SPEECH POT44 /S/ VS /SL/ LEAP SLEEP LIP SLIP LOW45 /S/ VS /SK/ SAILS SCALES SIP SKIP SEE46 /S/ VS /ST/ SICK STICK SACK STACK SEAL47 /T/ VS /ST/ SIWI TAKE STAKE TALK STORK48 /T/ VS /ST/ SFWF BEAT BEAST BERT BURST49 /W/ VS /SW/ WING SWING WEEP SWEEP50 /K/ VS /SK/ KEY SKI CAT SCAT51 /N/ VS /SN/ NAIL SNAIL KNEES SNEEZE52 /M/ VS /SM/ MOG SMOG MASH SMASH53 /L/ CLUSTERS LIP FLIP LAP CLAP54 /R/ VS /TR/ RASH TRASH RAY TRAY55 /R/ CLUSTERS RAT BRAT RED BREAD56 /SK/ VS /ST/ SCOOP STOOP SCHOOL STOOL57 /K/ VS /G/ SIWI CAP GAP GATE KATE58 /D/ VS /T/ SFWF CORD CAUGHT BERT BIRD59 /K/ VS /G/ SFWF PECK PEG BUCK BUG60 /P/ VS /B/ SFWF CUP CUB NIP NIB61 VOICING SFWF PEACH BEACH FAN VAN

Test 4: Say these words aloud while a native speaker of English or your teacher circles the incorrect pronuciations. Calculate your reading age afterwards.

Schonell Reading Test

Directions: Read the words left to right. TREE LITTLE MILK EGGBOOK SCHOOL SIT FROGPLAYING BUN FLOWER ROADCLOCK TRAIN LIGHT PICTURETHINK SUMMER PEOPLE SOMETHINGDREAM DOWNSTAIRS BISCUIT SHEPHERDTHIRSTY CROWD SANDWICH BEGINNINGPOSTAGE ISLAND SAUCER ANGEL

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CEILING APPEARED GNOME CANARYATTRACTIVE IMAGINE NEPHEW GRADUALLYSMOLDER APPLAUD DISPOSAL NOURISHEDDISEASED UNIVERSITY ORCHESTRA KNOWLEDGEAUDIENCE SITUATED PHYSICS CAMPAIGNCHOIR INTERCEDE FASCINATE FORFEITSIEGE RECENT PLAUSIBLE PROPHECYCOLONEL SOLOIST SYSTEMATIC SLOVENLYCLASSIFICATION GENUINE INSTITUTION PIVOTCONSCIENCE HEROIC PNEUMONIA PRELIMINARYANTIQUE SUSCEPTIBLE ENIGMA OBLIVIONSCINTILLATE SATIRICAL SABRE BEGUILETERRESTRIAL BELLIGERENT ADAMANT SEPULCHERSTATISTICS MISCELLANEOUS PROCRASTINATE TYRANNICALEVANGELICAL GROTESQUE INERADICABLE JUDICATUREPREFERENTIAL HOMONYM FICTITIOUS RESCINDMETAMORPHOSIS SOMNAMBULIST BIBLIOGRAPHY IDIOSYNCRASY

Reading age = ( (Number of words correct) / 10 ) + 5

DICTATION PRACTICE

CONSONANTS1. Quiet2. Chance3. Icing4. Icy5. Germ6. Giant7. Gym8. Ball9. Off10. Miss11. Pack12. Peck13. Pick14. Pock15. Puck16. Badge17. Ledge18. Ridge19. Lodge20. Fudge21. Zoo

22. Excess23. Happy24. Ship25. She26. Wish27. Friendship28. Nation29. Mansion30. Facial31. Session32. Tension33. VisionVOWELS34. Paper35. Begin36. Open37. Unit38. Find39. Old40. Family41. Bicycle42. Piano

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43. Baby44. By45. Final46. Guy47. Play48. Works49. Receipt50. Veil51. Neither52. Foreign53. Sovereign54. Seized55. Counterfeited56. Leisure57. Either58. Weird59. Heifer60. Protein61. Height62. Feisty63. Stein64. Weir65. Seismograph66. Sheik67. Kaleidoscope68. Geiger counter69. Time70. Have71. Value72. Chance73. Charge74. Table75. Are76. HorseAFFIX77. Almost78. Until79. Careful80. Warmed81. Baked82. Graded83. Cried84. Crying85. Safety86. Shameless87. Movement

88. Wisdom89. Truly90. Ninth91. Timing92. Hopping93. Admitted94. Reference95. Conference96. Unnecessary97. Dissolve98. MisspellPLURAL99. Boys100. Cages101. Horses102. Foxes103. Bushes104. Bosses105. Monkeys106. Puppies107. Patios108. Heroes109. Pianos110. Beliefs111. Wolves112. Wives113. Cuts114. Raises115. Dresses116. Fixes117. Fizzes118. Catches119. Pushes120. Plays121. Carries122. GoesSYLLABLES123. Boat124. Good125. Knelt126. Shotgun127. Sunset128. Airplane129. Happy130. Perhaps131. Machine

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132. Elephant133. Rerun134. Softness135. Crying136. Clever137. Lemon138. Robin139. Music140. Polite141. Paper142. Diet143. Cruel144. Disobey145. Alive146. Uniform

147. Turtle148. Cable149. ThistleCAPITAL & APOSTROPHE150. Bill151. New York152. Sunday153. July154. Independence Day155. It’s156. She’s157. Can’t158. Boy’s159. Boys’

47 SPELLING RULES:

CONSONANT RULES:

1. The letter q is always followed by the letter u, and we say "kw." [quiet]2. /c/ before e, i or y says ‘s.' [chance, icing, icy]3. /g/ before e, i or y may say ‘j.' [germ, giant, gym]4. We often double l, f and s following a single vowel at the end of a one-syllable word. [ball, off, miss]5. Two-letter ‘k' (ck) is used only after a single vowel which says short ‘a' - ‘e' - ‘i' - ‘o' - ‘u' [pack, peck, pick, pock, puck]6. Three-letter j (dge) is used only after a single vowel which says short ‘a' - ‘e' - ‘i' - ‘o' - ‘u' [badge, ledge, ridge, lodge, fudge]7. The letter z, never s, is used to say ‘z' at the beginning of a base word. [zoo]8. The letter s never follows x.9. Double consonants within words of more than one syllable should both be sounded for spelling. [hap py]10. s-h is used to say ‘sh' at the beginning of a word, at the end of a syllable, but not at the beginning of most syllables after the first one except for the ending ship. [she, wish, friendship]11. t-i, s-i, and c-i are used to say ‘sh' at the beginning of any syllable after the first one. [nation, mansion, facial]12. s-i is used to say ‘sh' when the syllable before it [session] or the base word ends in an -s [tense/tension]; s-i can say its voiced ‘zh' sound when s is between two vowels. [vision]

VOWEL RULES:

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13. Vowels a, e, o, u usually say long ‘a' - ‘e' - ‘o' - ‘u' at the end of a syllable. [pa per, be gin, o pen, u nit]14. Vowels i and o may say long ‘i' and ‘o' when followed by two consonants. [find, old]15. Vowels i and y may say ‘i' at the end of a syllable [fam i ly, bi cy cle], but usually say ‘i' or ‘e' [pi an o, ba by, by, fi nal] 16. Vowel y, not i, is used at the end of English words. [by, guy]17. Base words do not end with the letter a saying long ‘a' (except for the article a); a-y is used most often. [play]18. o-r may say ‘er' when w comes before the o-r. [works]19. We use ei after c [receipt], if we say long a [veil], and in some exceptions. [neither, foreign, sovereign, seized, counterfeit, forfeited, leisure, either, weird, heifer, protein, height, feisty, stein, weir, seismograph, sheik, kaleidoscope, Geiger counter, etc.] This is not an exhaustive list of exceptions.20. Silent final e's:A 1. Silent final e lets the vowel say its name. [time]B 2. English words do not end with v or u. [have, value]C 3. Silent final e lets c and g say their second sounds. [chance, charge]D 4. English syllables must have a written vowel. [ta ble]E 5. e [none of the above, e.g., are, horse]

AFFIX RULES:

21. All, till and full are usually written with one l when added to another syllable. [almost, until, careful]22. The past tense ending e-d says ‘d' or ‘t' after words that do not end with d or t [warmed, baked]; otherwise e-d forms a second syllable. [grad ed]23. Final y is changed to i before a suffix that does not begin with i. [cry, cried, cry ing]24. When adding a consonant suffix, silent final e words usually keep the e [safe ty, shame less, move ment], but not always. [wis dom, tru ly, ninth]25. When adding a vowel suffix, silent final e words are written without the e. [time, timing]26. When adding a vowel suffix to a one-syllable word ending with one short vowel and one consonant [hop], double the final consonant. [hopping]27.When adding a vowel suffix to a two-syllable word ending with one short vowel and one consonant, double the final consonant if the accent is on the last syllable [admit´, admitted] unless the suffix throws the accent back to the first syllable. [refer3, referred, ref´ er ence; confer´, conferred, con´ fer ence]28. When prefixes dis, mis and un are added to root words beginning with the same letter with which the prefix ends, this letter will be doubled. [unnecessary, dissolve, misspell]

: PLURAL RULES

29. The plural of most nouns is formed by adding s. [boys, cages, horses]30. Nouns ending with the sounds of s, x, z, ch, sh or 'j' form their plurals by adding e-s. [fox es, bush es, boss es]

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31. Nouns ending in y after a vowel form their plurals by adding s. [mon key/mon keys]32. Nouns ending in y after a consonant form their plurals by changing y to i and adding e-s.[pup py/pup pies]33. Nouns ending in o after a vowel form their plurals by adding s. [pa ti o / pa ti os] 34. Nouns ending in o after a consonant usually form their plurals by adding e-s [he ro/he roes] B except some musical terms. [pi an o/pi an os] 35. Most nouns ending in f and f-e form their plurals by adding s [belief / beliefs]; some change f to v and adde-s. [wolf /wolves, wife /wives]35a. Most verbs form their third person, present, singular as if they were nouns becoming plurals. [cuts, raises, dresses, fixes, fizzes, catches, pushes, plays, carries, goes]

SYLLABICATION RULES:

36. A one-syllable word is never divided. [boat, good, knelt]37. A compound word is divided between the words that make the compound word. [shot gun, sun set, air plane]38. Divide between two consonants [hap py, per haps] unless the consonants form a digraph and are sounded together. [ma chine, e le phant]39. When a word has an affix, it is divided between the root and the affix. [re run, soft ness, cry ing]40. When a single consonant comes between two vowels, it is usually divided after the consonant if the first vowel is short. [clev er, lem on, rob in]41. When a single consonant comes between two vowels or vowel sounds, it is usually divided before the consonant if the first vowel is long. [mu sic, po lite, pa per] 42. Divide between two vowels when they are sounded separately. [di et, cru el]43. Vowels that are sounded alone form their own syllable. [dis o bey, a live, u ni form]44. When a word ends in l-e preceded by a consonant, divide before the consonant. [tur tle, ca ble, this tle]

CAPITAL LETTER & APOSTROPHE RULES:

45. Capitalize words which are the individual names or titles of people, of places, of books, of days and months, etc. [Bill, Chief Sitting Bull, New York, Amazon River, Call of the Wild, Sunday, June]46. An apostrophe takes the place of missing letters in a contraction. [it is/it's; she is/she's; cannot/can't]47. An apostrophe shows ownership or possession [Mary's coat, boys' coats], but is never used with any possessive pronouns. [my, mine, yours, his, hers, ours, theirs, its, whose]

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Step Two: Identify Accent Interference. Find your first language below and see the types of language interference common for it.

Arabic1. 1 . The R is formed in the front of the mouth, and it is trilled or rolled. 2. The aspirated P as in put does not exist. The sound will resemble a B sound.

Paper > baber. 3. The TH sound does not exist in Arabic. 4. Voiceless initial TH will be replaced with S. thin > sin. 5. Voiced initial TH will be replaced with Z or D. that > zat or dat. 6. The aspirated T will sound more like D. too > doo. 7. CH does not exist. It is replaced by SH. cheep > sheep. 8. There is no hard G as in go. The G is always soft as in gentle. 9. The short vowel sounds can cause difficulties for the ESL learner.

Czech1. W is replaced with a V sound. want > vant 2. Y, when used as a vowel, is a long "E" sound. symbol > seembol 3. J is a Y sound. January > Yanuary 4. The TH sound does not exist. 5. Voiceless initial TH becomes T. think > tink 6. Voiced initial Th becomes D. these > dese 7. Voiceless final TH becomes F, S, or T. with > %if, @s, or wit 8. Voiced middle TH becomes D. mother > modder 9. Final G is replaced by K. pig > pik

10. Final D is replaced by T. bad > bat

Chinese1 . Consonant clusters are rare in Chinese. Since English has many of them, this can create pronunciation problems for the ESL student. 2. The TH sound does not exist. 3. Voiceless TH will be replaced by T or F. think > tink or fink 4. Voiced TH will be replaced by D or V. that > dat or vat 5 . The L and R sounds are difficult to produce since students cannot distinguish the difference between the two sounds. Some will always use "R" for both sounds, while others will always use "L." glass > grass or grass > glass blew > brew or brew > blew 6. In the initial position a sound resembling L will usually replace an R. road > load 7. Chinese has no Z sound. It is replaced with SH or S. zip > ship or sip

Croatia1 . Voiced and voiceless TH do not exist. Students will tend to pronounce these sounds as D or T. both > bod or hot; these > dese or tese

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2. The short English vowel sounds are very difficult. Generally, the student tends not to hear the slight variations in these sounds. 3. The letter R is rolled. 4. The letter W does not exist. It is replaced by V or F. want > vant or fant 5. In many cases V > B, C > S, and X > H. vat > bat; cold > sold; Texas > Tehas

Farsi1. Farsi lacks some of the letters/sounds that occur in the English alphabet. They include 0, Q, U, W, and X. This can cause much difficulty in pronunciation. 2. Initial voiceless Th becomes T or S. think > tink or sink 3. The sound W is replaced by V. want > vant 4. Final D becomes T. bad > bat 5. Initial G may be replaced by C. goat > coat 6. Short vowels will be difficult.

French1. The Th sound does not occur in French. a. Voiceless initial TH becomes S. think > sink b. Voiced initial TH becomes Z. them > zem 2. The CH sound does not occur in French. It is replaced with SH. cheek > sheek 3 . The sound of J as in "jeep" does not occur in French. It has the sound of "rouge". 4. The R sound is difficult. Many French speakers substitute the R made at the back of the throat - a "growled" sound. Some will substitute the trilled R. 5. ING as in "ring" does not occur. Ring may become fin. 6. Final S is not pronounced, and final T after a vowel is also not pronounced. 7. P, T, and K are not aspirated. They sound more like B, D, and G respectively. cap > cab; bat > bad; back > bag

German1. Voiceless initial TH will usually be replaced by S. think > sink 2. Voiced initial TH will usually be replaced by Z. that > zat 3. W has the sound of V in German. want > vant 4. The letter S is difficult for Germans. 5. S before a vowel becomes Z. so > zo 6. S followed by P, T, or L becomes SH. spell > shpell; step > shtep; sleep > shleep 7. When B, D, or G occur at the end of an English word, the ESL student will usually use P, T, or K respectively. cab > cap; bad > bat; bag > back 8. The R sound can be difficult. In German, the R is made at the back of the throat and has a "growled" sound.

Ghana1. /?/ is sometimes pronounced /a/ as in "cupboard" for instance; consonants clusters might be dropped after long vowels, e.g.: "past" pronounced almost the same way as "pass" 2. Use of plural morpheme with uncountable nouns, e.g.:" many damages"

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3. Semantic extension, e.g.: " sorry" to express one's compassion to other people, e.g.: Sorry for your daughter's misfortune.4. Local borrowing: "chewing stick" for a fresh twig chewed for cleaning the teeth; "herbalist" for traditional doctor, especially those endowed with magical power , "high life" for a special Ghanaian dance and music in the then newly independent Ghanaian society. Today, coping with modern technology, a cell-phone is called in Ghana: "I'm-on-the-way!"

Hong Kong1. Voiceless TH will be replaced by T or F. think > tink or fink,2. Voiced TH will be replaced by D or V. that > dat or vat 3. L and R sounds are difficult to pronounce, students cannot distinguish the difference between the two sounds. Some will always use "R" for both sounds, while others will always use "L." glass > grass or grass > glass blew > brew or brew > blew; in the initial position a sound resembling L will usually replace an R. road > load 4. Chinese has no Z sound; it is replaced with SH or S. zip > ship or sip5. Words and phrases from Chinese: dim sum (snacks served in Chinese restaurants), gweilo ("ghost person", a European man)6. Loan translations from Chinese: dragon boat(a long canoe-like boat raced at festivals)7. Terms from other languages: amah (Portuguese: a maid)8. local uses of general words: triad (a secret criminal society)

Hmong1. Initial B and P have the same sound. bad > bad; pad > bad 2. The TH sound causes difficulty. 3.. Initial voiceless TH becomes T. think > tink 4.. Initial voiced TH becomes D. that > dat 5. The sound of T in the middle of a word will become D. better > bedder 6. The consonants P, T, and K in the final position are replaced with B, D, and G respectively, and become voiced. hip > bib; hit > hid; sick > sig

Hungarian1. Some Hungarian vowel sounds have no English equivalents. 2. There is no sound for W in Hungarian. It is replaced with a V sound. want > vant 3. The letter J has a Y sound. January > Yanuary 4. The TH sound causes difficulty in Hungarian. 5. Voiceless initial TH becomes S or T. think > sink or tink 6. Voiced initial TH becomes Z or D. that > zat or dat 7. The letter R is trilled or rolled.

India1. Voiced and voiceless TH becomes T. three > tree; think > tink 2. The sound P is replaced by B. pig > big 3. The sound W becomes V. want > vant 4. The sound CH becomes SH. cheep > sheep 5. Final consonants are often omitted, especially the G from NG. doing > doin

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6. Short vowel sounds cause much difficulty, since the ESL student does not hear the slight variations. 7. The consonants F, Q, V, X, and Z do not exist as separate characters in the Hindi alphabet.8. Indian English is rhotic, /r/ being pronounced in all positions9. weak vowels are pronounced as full vowels in such words as photography and student10. word stress is used primarily for emphasis and suffixes are stressed11. voiced and voiceless TH becomes T: three > tree; think > tink 12. Voiced and voiceless TH becomes T. three > tree; think > tink 13. the sound P is replaced by B. pig > big 14. the sound W becomes V. want > vant 15. CH becomes SH. cheep > sheep 16. Final consonants are often omitted, especially the G from NG. doing > doin 17. Distinct kinds of pronunciation lead to different kinds of IndE: Bengalis using /b/ for /v/, making bowel and vowel homophones. 18. Interrogative constructions without subject/auxiliary inversion: What you would like to buy?19. One used rather than the indefinite article: He gave me one book.20. Stative verbs given progressive forms: She is having two books.21. reduplication used for emphasis and to indicate a distributive meaning: He bought some small small things.22. yes and no as question tags: He is coming, yes?23. isn't it? as a generalized question tag: They are coming tomorrow, isn't it?24. reflexive pronouns and only used for emphasis: They live like that only.

Italy1. /?/+/g/ instead of /?/ in words like sing.2. TH, which is often pronounced /t/.3. Schwa insertion after a /t/ in word-final position that gives an Italian’s English a very peculiar accent.

Japanese1. The letter C may be pronounced as SH. cent > shent 2. The sound W is replaced by V. want > vant 3. Initial V becomes B. vine > bine 4. The TH sound does not occur in Japanese. 5. Initial voiceless TH becomes S. think > sink 6. Initial voiced TH becomes D. these > dese 7. Final TH becomes S. with > wis 8. The L sound is usually replaced by an R type sound. led > red

Korean1. The TH sound does not occur in Korean. 2. Initial TH becomes D. think > dink; that > dat 3. Final voiceless TH is replaced with S. with > wis 4. Final voiced TH becomes D. smooth > smood 5. The sound L is usually replaced with an R sound. led > red

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6. The sound B becomes V. bat > vat 7. The J sound becomes a Z sound. jeep > zeep 8. The H or WH sounds become an F sound. held > feld; white > fight

Nigeria1. Long vowels or diphthongs are shorter.(e.g.: car /kar/ instead of /ka:r/). 2. Local words (borrowings: e.g. "Na wa!" An interjection used to express positive feelings. Its meaning depends strongly on context of use and speaker's intonation; e.g.: Na wa for you, that you got that scholarship!) 3. Some initial English expression which went through semantic extension; e.g.: How far or how bodi? (from the human body!) to mean How are you/ How are you feeling?

Norway1. /z/, which does not exist in Norwegian. For this reason, some Norwegians have difficulties pronouncing words with voiced s and use unvoiced s. 2. Long o is normally pronounced /u:/ in Norwegian, while long u becomes /y:/. “Pool” might be heard like /py:l/ in a Norwegians English.

Polish1. In the initial position, the letter J will always sound like a Y. January > Yanuary 2. There is no TH sound in Polish. 3. Initial voiceless TH can become T or F. three > tree or free 4. Initial voiced TH usually becomes D. that > dat 5. Final TH can be replaced by S or T. with > wis or wit 6. The letter W becomes V, want > vant

Portuguese1. CH will sound like SH. cheep > sheep 2. The letter H is never pronounced. 3. Since Portuguese has many nasal sounds, this may cause the ESL student some problems in pronunciation.

Russian1. English short vowel sounds are very difficult. 2. There is no TH sound in Russian. 3. Voiceless initial TH becomes S. think > sink 4. Voiced initial TH becomes Z. that > zat 5. Voiceless final TH becomes F, S, Z, or T. with > wif, wis, wiz, wit 6. Middle TH becomes Z. father > fazer 7. There is no W sound in Russian. It is replaced by the V sound. want > vant 8. The letter R is rolled or "growled" at the back of the throat. 9. A hard G sound replaces the letter H in foreign words. Ohio > Ogio

Sierra Leone1. Long and short vowels: e.g.: words like lean, speak, east, beast are all produced with the same sound /i/, as well as the pairs sleep-slip, beat-bit; "2. "Past" is rather pronounced /pass/.

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3. /? / is realised in various ways, mostly as the sound is written: e.g.: as [o] in "mother", as [u] in "us", "but", "bus" 4. Ends of word are hardly produced: "old" as /o:l/, find as /fain/.5. The personal pronoun "yu" for you; e.g.: Yu no fo se(as for meaning: you know). A typical Krio expression is: Aw di wok? (How is it going?)

Singapore1. Equal stress on all syllables2. Intonation has many short tone groups-there is no contrastive stress3. final consonants are often unreleased, resulting in glottal stops /hi/ for hit4. final consonant clusters are generally reduced to one spoken consonant: 'juss' for just, 'slep'/'sle' for slept5. vowels in words like 'take', 'so' and 'dare' are often monophthongs6. Tendency to omit articles7. The present-tense inflection -s/8. The plural inflection -s/9. The past-tense inflection -ed,-t/10. Word Order: You have pen or not?/I got three sister./She come from China.11. 'Already' is used as a marker of completive aspect12. 'Use to' occurs as a marker of habitual aspect: She use to go to the market. (She goes to the market.)13. 'Would' is used for future events14. Direct/indirect objects are preposed: This book we don't have.15. There is a preference for 'also' over 'too'16. Chinese particles, such as lah and aa, are a common means of conveying emphasis and emotion: You wait me, aa? (Will you wait for me?)

17. Words borrowed from regional languages: makan (food).-non-English interjections: ay yaah! (suggest exasperation), che! (express irritation or regret)

South Africa1. Tendency to raise vowels such as "a, e, ä" so as to get /de'de/ for daddy. 2. Stress of /r/ in clusters such as /kr, gr,tr, dr/

Spanish1. There are no voiceless consonant blends beginning with "S"; consequently, an "e" sound will precede these blends. street > estreet, school > eschool 2. There is no SH sound. It becomes CH. shoe > choe 3. The letters R and RR are formed in the front of the mouth and are trilled. 4. The letter H has no sound. The letter J always carries the H sound as does G before the vowels E or I. 5. The sound TH exists in Spanish, but the letters TH are never used together. D will have the TH sound wherever possible in a Spanish sentence. In Spanish, Z and C (before E or I ) carry the sound TH. 6. In many cases V will sound like a soft B sound. have> hab

Tagalog1. The letter V has a B sound. vest > best; vat > bat

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2. The letter J has a Y sound. jam > yam 3. S and Z have the S sound. zip > sip; zebra > sebra 4. All words ending in TAIN have the same sound as the ending of the word "maintain." fountain > fountain 5. The TH sound is difficult. 6. Voiceless initial TH sounds like T. think > tink 7. Voiced initial TH sounds like D. these > dese 8. Final TH sounds like T. tooth > toot 9. The letter F has a P sound. fan > pan

Thai1. Voiced final consonants in English are omitted.2. Multiple final consonant clusters are impossible. 3. Voiceless consonant blends at the beginning of English words are difficult. ESL students will tend to voice them. stop > sadop; spend > sabend 4. The TH sound does not exist in the Thai language. 5. Voiceless initial TH becomes T. three > tree 6. Voiced initial TH becomes D. that > dat 7. Voiceless final TH becomes T. with > wit 8. The letter V has a W sound. visit > wisit 9. The letters R and L are interchanged because they sound the same. free > flee; fly > fry 10. CH sounds like SH. cheep > sheep

Turkish1. There are no initial consonant clusters in Turkish. 1. Insert a vowel before or after the S. store > istore or sitore 2. The TH sound does not occur in Turkish. 3. Voiceless initial TH becomes S or T. thin > sin or tin 4. Voiced TH becomes Z or D. that > zat or dat 3. The letters V and W are confusing. V is especially difficult to produce before vowels.4. W is replaced by oo as in noon. white > ooite 5. Words ending in B, D, or G will be substituted with P, T, or K respectively. nab > nap; lid > lit; pig > pik 6. Where P, T, or K occur in the middle of a word, B, D, or G will be substituted. dipper > dibber; butter > budder; bicker > bigger

Vietnamese1. Pronunciation may be choppy for ESL students because the English language has so many words of more than one syllable. 2. The TH sound is difficult. 3. Voiceless initial TH can become T or S. think > tink or sink 4. Voiced initial TH can become Z. that > zat 5. CH has the Sh sound. cheep > sheep 6. The L can have the sound of R. load > road 7. The letter D is confusing. It may be replaced by J, Y, or Z. dig > zig; jig > yig or zig

29


Step Three: Master English Consonants

CONSONANTS

1. /p/

This consonant is a voiceless stop.

DIRECTIONS

1. Relax lower jaw2. Let tip of tongue rest behind lower teeth3. Close lips firmly against each other so as to stop air from leaving mouth4. Quickly release build up of pressure.

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WORDS

WORD PHONETIC SPELLINGpea p}iy

reaper riyp@rpeep p}iyppit p}It

lippy lIpiyrip rIp

poise p}Oyzopal owp}@l

cowpoke kawpowk

COMPARISONS

/p/ Phonetic /b/ Phoneticpea p}iy bee biy

reaper riyp@r Reba riyb@peep p}iyp plebe pliybpit p}It bit bIt

lippy lIpiy Libby lIbiyrip rIp rib rIb

poise p}Oyz boys bOyzopal owp}@l global glowb@l

cowpoke kawpowk cowboy kawbOy

2. /b/

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This consonant is a voiced stop.

DIRECTIONS:

1. Relax lower jaw2. Let tip of tongue rest behind lower teeth3. Close lips firmly against each other so as to stop air from leaving mouth4. Quickly release build up of pressure5. Vibrate vocal chords

WORDS

WORD PHONETIC SPELLINGbee biy

Reba riyb@plebe pliyb

bit bItLibby lIbiy

32


rib rIbboys bOyz

global glowb@lcowboy kawbOy

COMPARISONS






3. /t/


DIRECTIONS:

1. Relax lower jaw2. Let tip press firmly against upper gum ridge, behind the front teeth.3. Quickly drop the tongue as the air is expelled.

33


WORDS

WORD PHONETIC SPELLINGteen tiyntill tIl

tents tEntsheating hiytIÎbitter bIt@r

renting rEntIÎbeat biytsit sItset sEt

COMPARISONS

/t/ Phonetic /d/ Phoneticteen tiyn dean diyntill tIl dill dIl

tents tEnts dents dEntsheating hiytIÎ heeding hiydIÎbitter bIt@r bidder bId@r

renting rEntIÎ rending rEndIÎbeat biyt bead biydsit sIt Sid sIdset sEt said sEd

34


63. /d/


DIRECTIONS:

1. Relax lower jaw2. Let tip press firmly against upper gum ridge, behind the front teeth.3. Quickly drop the tongue as the air is expelled.4. Vibrate vocal chords.

WORDS

WORD PHONETIC SPELLINGdean diyn

35


dill dIldents dEnts

heeding hiydIÎbidder bId@rrending rEndIÎ

bead biydSid sIdsaid sEd

COMPARISONS

/t/ Phonetic /d/ Phoneticteen tiyn dean diyntill tIl dill dIl

tents tEnts dents dEntsheating hiytIÎ heeding hiydIÎbitter bIt@r bidder bId@r

renting rEntIÎ rending rEndIÎbeat biyt bead biydsit sIt Sid sIdset sEt said sEd

64. /k/


DIRECTIONS:

1. Relax lower jaw2. Rest tongue lightly behind lower teeth3. Raise the back of the tongue toward the soft palate4. Stop the air flow5. Quickly drop the tongue as the air is expelled

36


WORDS

WORD PHONETIC SPELLINGkeys kiyz

Meeker mIk@rleek liykkilt kIlt

wrecker wrEk@rback b{kcurl k@rlbuck b@kcod kad

COMPARISONS

/k/ Phonetic /g/ Phonetickeys kiyz geezer giyz@r

Meeker mIk@r meagre miyg@r

37


leek liyk league liygkilt kIlt guilt gIlt

wrecker wrEk@r reggae rEgeyback b{k bag b{gcurl k@rl girl g@rlbuck b@k bug b@gcod kad God gad

65. /g/


DIRECTIONS:1. Relax the lower jaw2. Open the mouth slightly.3. Raise the back of the tongue towards the roof of the mouth4. Stop the air stream5. Quickly drop the tongue and release the air.6. Vibrate the vocal chords.

WORDS

WORD PHONETIC SPELLINGgeezer giyz@rmeagre miyg@rleague liygguilt gIlt

reggae rEgeybag b{g

38


girl g@rlbug b@gGod gad

COMPARISONS

/k/ Phonetic /g/ Phonetickeys kiyz geezer giyz@r

Meeker mIk@r meagre miyg@rleek liyk league liygkilt kIlt guilt gIlt

wrecker wrEk@r reggae rEgeyback b{k bag b{gcurl k@rl girl g@rlbuck b@k bug b@gcod kad God gad

66. /T/

This consonant is a voiceless interdental fricative.

DIRECTIONS

1. Relax lower jaw2. Let tip of tongue rest between the upper and lower teeth.3. Keep the tongue in contact with the upper molars.4. Direct air over the tongue and under the top teeth.

39


WORDS

WORD PHONETIC SPELLINGtheme Tiym

arithmetic @rITm@tIkpith pIT

thatch T{Tcatheter k{T@t@r

bath b{Tthigh Tayoath’s owTs

thousand TowZ@nd

COMPARISONS/T/ Phonetic /D/ Phonetic

theme Tiym thee Diyarithmetic @rITm@tIk rhythm rIDIm

teeth tiyT teethe tiyDthatch T{T that D{t

catheter k{T@t@r gather g{D@rbath b{T bathe beyDthigh Tay thy Dayoath’s owTs oaths owDz

thousand TowZ@nd thou Daw

67. /D/

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This consonant is a voiced interdental fricative.

DIRECTIONS:

1. Relax lower jaw2. Let tip of tongue rest between the upper and lower teeth.3. Keep the tongue in contact with the upper molars.4. Direct air over the tongue and under the top teeth.5. Vibrate the vocal chords.

WORDS

WORD PHONETIC SPELLINGbee biy

Reba riyb@plebe pliyb

bit bItLibby lIbiy

41


rib rIbboys bOyz

global glowb@lcowboy kawbOy

COMPARISONS






68. /s/

This consonant is a voiceless sibilant.

DIRECTIONS:

1. Keep the teeth close together2. Make the body of the tongue grooved3. Let the tip of the tongue be free and pointing toward the gum ridge.4. Sides of tongue may or may not touch sides of upper teeth.5. Do not vibrate vocal chords.

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WORDS

WORD PHONETIC SPELLINGsee siy

policing p@liycIÎobese owbiysSioux suwMacy meysiyrejoice r@DOycmoose muwsbets bEtssinks sI Îks

COMPARISONS

/s/ Phonetic /z/ Phoneticsee siy Z ziy

policing p@liycIÎ pleasing pliyzIÎobese owbiys bees biyz

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Sioux suw zoo zuwMacy meysiy mazey meyziyrejoice r@DOyc joys jOyzmoose muws moos muwzbets bEts beds bEdzsinks sI Îks sings sIÎz

69. /z/


DIRECTIONS:

1. Keep the teeth close together2. Make the body of the tongue grooved3. Let the tip of the tongue be free and pointing toward the gum ridge.4. Sides of tongue may or may not touch sides of upper teeth.5. Vibrate vocal chords.

44


WORDS

WORD PHONETIC SPELLINGZ ziy

pleasing pliyzIÎbees biyzzoo zuw

mazey meyziyjoys jOyzmoos muwzbeds bEdzsings sIÎz

COMPARISONS

/z/ Phonetic /s/ PhoneticZ ziy see siy

pleasing pliyzIÎ policing p@liycIÎbees biyz obese owbiyszoo zuw Sioux suw

mazey meyziy Macy meysiyjoys jOyz rejoice r@DOycmoos muwz moose muwsbeds bEdz bets bEtssings sIÎz sinks sI Îks

70. /S/

This consonant is a voiceless palato-alevolar fricative continuant.

DIRECTIONS:

45


1. Relax lower jaw2. Raise tip and blade of tongue to gum ridge without touching it3. Touch sides of tongue to upper teeth.4. Arch front of tongue5. Direct breath over tip of tongue in a narrow stream6. Keep lips neutral7. Do not vibrate vocal chords.

WORDS

WORD PHONETIC SPELLINGshe Siyshut S@t

shrew Sruwocean owS@nRussia r@S@tissue tISuw

essential @sEnS@lracial reyS@l

fashion f{S@n

COMPARISONS

46


/S/ Phonetic /Z/ Phoneticshe Siy genre Zanreyshut S@t Zsa Zsa ZaZa

shrew Sruw gendarme Zandarmocean owS@n leisure liyZUrRussia r@S@ vision viyZ@ntissue tISuw regime r@Ziym

essential @sEnS@l prestige pr@stiyZracial reyS@l camouflage k{m@flaZ

fashion f{S@n beige beyZ

71. /Z/

This consonant is a voiced patato-alevolar fricative continuant.

DIRECTIONS:1. Relax lower jaw2. Raise tip and blade of tongue to gum ridge without touching it3. Touch sides of tongue to upper teeth.4. Arch front of tongue5. Direct breath over tip of tongue in a narrow stream6. Keep lips neutral7. Vibrate vocal chords.

47


WORDS

WORD PHONETIC SPELLINGgenre Zanrey

Zsa Zsa ZaZagendarme Zandarm

leisure liyZUrvision viyZ@nregime r@Ziymprestige pr@stiyZ

camouflage k{m@flaZbeige beyZ

COMPARISONS

/S/ Phonetic /Z/ Phoneticshe Siy genre Zanreyshut S@t Zsa Zsa ZaZa

shrew Sruw gendarme Zandarmocean owS@n leisure liyZUrRussia r@S@ vision viyZ@ntissue tISuw regime r@Ziym

essential @sEnS@l prestige pr@stiyZracial reyS@l camouflage k{m@flaZ

fashion f{S@n beige beyZ

72. /h/

This consonant is a voiceless glottal fricative consonant

48


DIRECTIONS

1. relax lower jaw2. rest tongue behind lower teeth3. emit a puff of air through mouth.

WORDS

WORD PHONETIC SPELLINGhe hiy

heavy hEviyhurry h@riyheight haythuge huwD

whore hOrHouston hyust@nhumid hYumIdwho huw

/h/ Phonetic No “H” Phonetichair heyr air eyr

49


heart hart art arthear hiyr ear iyrhand h{nd and {nd

inhibit InhIb@t inhibition In@bIS@nprohibit prowhIb@t prohibition prow@bIS@nhistoric hIstOrIk prehistoric priyIstOrIk

73. /y/

This consonant is a voiced palatal consonant glide.

DIRECTIONS:

1. Let lower jaw hang relaxed2. rest tip of tongue behind lower teeth.3. Arch front of tongue toward hard palate.4. As sound is produced, quickly drop tongue down.

50


WORDS

WORD PHONETIC SPELLINGyes yEsyet yEtyell yElyam y{myou yuw

young y@®yowl yawl

reuinion riyuwny@nDracula dr{kyul@

COMPARISONS

/y/ Phonetic /D/ Phoneticyes yEs jest DEstyet yEt jet DEtyell yEl gel Delyam y{m jam D{m you yuw Jew Duw

young y@® junk D@Îkyowl yawl jowl wl

reuinion riyuwny@n rejuvenate r@Duwv@neyt

Dracula dr{kyul@ tragic tr{DIk

51


74. /w/

This consonant is a voiced bilabial consonant glide.

DIRECTIONS:1. Relax the lower jaw2. Rest tongue behind lower teeth3. Round lips4. Arch back of tongue as for vowel sound /uw/5. Lips move to shape of following vowel (always followed by a vowel in English)6. Vibrate vocal chords

WORDS

WORD PHONETIC SPELLINGweed wiydwitch wITwig wiygwit wIt

wither wID@rweather wED@r

52


wet wEtwealth wElTwend wEnd

COMPARISONSw Phonetic ÷ Phonetic v Phonetic

we’ll wiyl wheel ÷iyl veal viylwitch wIT which ÷IT vale veylwit wIt whit ÷It vim vIm

women wIm@n whim ÷Im vim vImworse w@rs when ÷En verse v@rsweed wiyd wheat ÷iyt Vedic viydIkwet wEt whet ÷Et vet vEtwhy way whine ÷ayn vine vaynwile wayl while ÷ayl vile vayl

75. /÷/

This consonant is a voiceless bilabial consonant glide..

DIRECTIONS:

1. Relax the lower jaw2. Rest tongue behind lower teeth4. Round lips5. Arch back of tongue as for vowel sound /uw/6. Lips move to shape of following vowel (always followed by a vowel in English)

53


WORDS

WORD PHONETIC SPELLINGwheel ÷iylwhich ÷ITwhit ÷Itwhim ÷Imwhen ÷Enwheat ÷iytwhet ÷Etwhine ÷aynwhile ÷ayl

COMPARISONS

w Phonetic ÷ Phonetic v Phonetic

54


we’ll wiyl wheel ÷iyl veal viylwitch wIT which ÷IT vale veylwit wIt whit ÷It vim vIm

women wIm@n whim ÷Im vim vImworse w@rs when ÷En verse v@rsweed wiyd wheat ÷iyt Vedic viydIkwet wEt whet ÷Et vet vEtwhy way whine ÷ayn vine vaynwile wayl while ÷ayl vile vayl

76. /f /

This consonant is a voiceless labio-dental fricative continuant.

DIRECTIONS:

1. Let lower jaw hang relaxed.2. Touch tongue to back of lower teeth.3. Press lower lip to edges of upper lip.4. Force out air between teeth and lower lip.

55


WORDS

WORD PHONETIC SPELLINGfees fiyz

beefy biyfIsheaf Siyffervor f@rv@r

perfume p@rfyumfane feynfocal fowk@lfear fI@r

fire us fayr@s

COMPARISONSf Phonetic v Phonetic p Phonetic

fee fiy vee viy pea piyfat f{t vat v{t pat p{tfast f{st vast v{st past p{stfew fyuw view vyuw pew pyuw

coffee cafiy covey k@viy copy kapiyloaf lowf loave lowv lope lowpscarf skarf carve karv carp karp

Sheaffer Sef@r shaver Seyv@r shaper Seyp@rwoeful wowf@l oval owv@l opal owp@l

77. /v/

This consonant is a voiced labio-dental fricative continuant.

56


DIRECTIONS:1. Let lower jaw hang relaxed.2. Touch tongue to back of lower teeth.3. Press lower lip to edges of upper lip.4. Force out air between teeth and lower lip.5. Vibrate vocal chords.

WORDS

WORD PHONETIC SPELLINGvee viyvan v{nvoo vuwvie vayveer vI@rhave h{v

civility s@vIl@tiyVenus viyn@sstrive strayv

57


COMPARISONS

f Phonetic v Phonetic b Phoneticfee fiy vee viy bee biyfan f{n van v{n ban b{n

few do fyuwduw voodoo vuwduw boohoo buwhuwfie fay vie vay buy bayfear fI@r veer vI@r beer bI@rhalf h{f have h{v rehab riyh{b

affinity @fIn@tiy civility s@vIl@tiy ability @bIl@tiyfeed us fiyd@s Venus viyn@s bean us biyn@sstrife strayf strive strayv tribe trayb

78. /m/

This consonant is a voiced bilabial nasal continuant consonant.

DIRECTIONS

1. Bring lips together gently.2. Relax lower jaw3. Relax tongue on floor of mouth4. Lower the soft palate5. Resonate through the nasal passage

58


WORDS

WORD PHONETIC SPELLINGme miy

match m{Tmud m@dmoo muwmaul ma@lmob mab

jamming D{mIÎ{cab k{btub t@b

/m/ Phonetic /b/ Phoneticme miy bee biy

match m{T batch b{Tmud m@d bud b@dmoo muw boo buwmaul ma@l bawl bawlmob mab bob bab

59


jamming D{mIÎ{ jabbing j{bIÎcam k{m cab k{btum t@m tub t@b

79. / n/

This consonant is a voiced alveolar continuant consonant sound.

DIRECTIONS:

1. Let lower jaw be relaxed.2. Relax and lower soft palate3. Touch tip of tongue to gum ridge4. Resonate vibrated breath through nasal passage

WORDS

WORD PHONETIC SPELLINGnil nIlnub n@b

neigh neyno now

runner r@n@rraining reynIÎ

seen siynden dEnpane peyn

60


COMPARISONS

/n/ Phonetic /d/ Phoneticnil nIl dill dIlnub n@b dub d@b

neigh ney day deyno now doe dow

runner r@n@r rudder r@d@rraining reynIÎ raiding reydIÎ

seen siyn seed siydden dEn dead dEdpane peyn paid peyd

80. /l/

This consonant is a voiced alveolar lateral continuant.

DIRECTIONS:

1. Relax the jaw2. Open the mouth3. Broaden the tongue4. Put the tip of the tongue on the gum ridge5. Let air pass over sides of tongue.

WORDS

WORD PHONETIC SPELLINGlap l{p

61


leap liyplick lIk

loquacious lowkweyS@slow lowsilly sIliyrelish rElISvalley v{liyfoliage fOylID

COMPARISONS

/l/ Phonetic /r / Phoneticlate leyt rate reyt

cloud klawd crowd krawdglue gluw grew gruwlime laim rhyme raymalive @layv arrive @raivplay pley pray preyblush bl@S brush br@S

fly flay fry frayglass gl{s grass gr{s

81. /Î/

This consonant is a voiced velar nasal continuant.

DIRECTIONS:

1. Let lower jaw hang relaxed2. Lower soft palate3. Raise back of tongue as for sounds /k/ and /g/4. Maintain contact while air resonates through nasal cavity

62


WORDS

WORD PHONETIC SPELLINGEnglish IîlIS

ping pIÎbing bIÎclung kl@Îtongue t@Îlength leyÎTshrink SrIÎk

precincts priysIÎksbanks b{Îks

COMPARISONS

/Î/ Phonetic /n/ PhoneticEnglish IîlIS nil nIl

ping pIÎ nub n@bbing bIÎ neigh neyclung kl@Î no nowtongue t@Î runner r@n@rlength leyÎT raining reynIÎshrink SrIÎk seen siyn

precincts priysIÎks den dEnbanks b{Îks pane peyn

82. /T/

This consonant is a voiceless affricate.

63


DIRECTIONS:1. Let the lower jaw hang relaxed2. Have the upper and lower teeth almost touch3. Blend a quick /t/ sound followed by /S/4. Arch front of tongue5. Direct breath over tip of tongue in a narrow stream6. Protrude the lips slightly7. Do not vibrate vocal chords.

WORDS

WORD PHONETIC SPELLINGeach iyTrich rIT

wretch wrETcatch k{Tbirch b@rTmuch m@Tblotch blaTaitch eyT

64


coach kowT

COMPARISONS

/ T/ Phonetic /D/ Phoneticeach iyT siege siyDrich rIT ridge rID

wretch wrET dredge drEDcatch k{T cadge c{Dbirch b@rT Burge b@rDmuch m@T smudge sm@Dblotch blaT lodge laDaitch eyT age eyDcoach kowT cogent kowD@nt

83. /D/

This consonant is a voiced affricate.DIRECTIONS:1. Let the lower jaw hang relaxed2. Have the upper and lower teeth almost touch3. Blend a quick /t/ sound followed by /S/4. Arch front of tongue5. Direct breath over tip of tongue in a narrow stream6. Protrude the lips slightly7. Vibrate vocal chords.

65


WORDS

WORD PHONETIC SPELLINGsiege siyDridge rID

dredge drEDcadge c{DBurge b@rD

smudge sm@Dlodge laDage eyD

cogent kowD@nt

COMPARISONS

/T/ Phonetic /D/ Phoneticeach iyT siege siyDrich rIT ridge rID

wretch wrET dredge drEDcatch k{T cadge c{Dbirch b@rT Burge b@rDmuch m@T smudge sm@Dblotch blaT lodge laDaitch eyT age eyDcoach kowT cogent kowD@nt

84. / r/

"This consonant is a voiced post-alveolar fricative continuant.

DIRECTIONS:

66


METHOD I METHOD II

1. Relax the jaw 1. Relax the jaw2. Place tongue behind tongue ridge 2. Bunch back of tongue3. Curl tip backwards

67

WORDS

WORD PHONETIC SPELLINGrate reyt

crowd krawdgrew gruw

rhyme raymarrive @raivpray preybrush br@S

fry fraygrass gr{s

COMPARISONS

/l/ Phonetic /r/ Phoneticlate leyt rate reyt

cloud klawd crowd krawdglue gluw grew gruwlime laim rhyme raymalive @layv arrive @raivplay pley pray preyblush bl@S brush br@S

fly flay fry frayglass gl{s grass gr{s

85. /à /

This consonant is a voiced lateral continuant. It is called “dark l”. When /l/ follows a vowel, as in ball /baà/, the tongue has more contact with the upper teeth and has a different characteristic than intial /l/.

DIRECTIONS:

1. Relax the jaw2. Open the mouth3. Broaden the tongue4. Put the tip of the tongue on the gum ridge5. slide the sides of the tongue back along the upper teeth.6. Let air pass over sides of tongue.

WORDS

WORD PHONETIC SPELLINGeel iyà

meal miyàwe’ll wiyàhe’ll hiyàill Iàpill pIàJill D Iàhell hEàcurl k@rà

COMPARISONS

/l / Phonetic /à/ Phoneticleaf liyf eel iyà

leash liyS meal miyàlilly lIliy we’ll wiyà

little lit@à he’ll hiyàlisp lIsp ill Iàlit lIt pill pIà

limn lIm Jill D Iàlend lEnd hell hEàladle leyd@l curl k@rà

86. /?/

This consonant is a glottal stop.

DIRECTIONS:1. Tighten vocal cords2. Close the glottis3. Cut off the flow of air for an instant.

WORDS

WORD PHONETIC SPELLINGoh oh! (dismay) o?o

kitten kiy?@nbutton b@?n

uh-oh (trouble) ?@?owsudden s@?dnbidden bI?dn

uh-uh (no) ?@?@

COMPARISONS

/?/ Phonetic /t/,/d/ Phonetickitten kiy?@n kitten kIt@nbutton b@?n button b@t@nsudden s@?dn sudden s@d@nbidden bI?dn bidden bIdEn

87. /Q/

This consonant is a flap or a tap..

DIRECTIONS:1. Briefly touch the gum ridge with the tongue.

WORDS

WORD PHONETIC SPELLINGdata deyQ@city cIQiy

party parQiydirty d@rQiycatty k{Qiy

ladder l{Q@r

butter b@Q@r

COMPARISONS

/?/ Phonetic /t/,/d/ Phoneticdirty d@rQiy dirty d@rtiycatty k{Qiy catty k{tiy

ladder l{Q@r ladder l{d@rbutter b@Q@r butter b@t@r

88. / t/ /n/ /d/ /l/

These consonants are syllabic consonants. They function as a syllable without an accompanying vowel. They occur when a syllable ends in /t/,/d/,/n/, or/l/ and the next syllable is unstressed and contains an /l/ or /n/.

DIRECTIONS:1. Bring tongue in contact with gum ridge2. Force the tongue to remain in contact3. Make the following /l/ or /n/ sound.

. WORDS

WORD PHONETIC SPELLINGlittle lItl

sudden s@dnsaddle s{dlcotton katnkettle kEQltunnel t@nl

" " " "

shouldn’t SUdnt

COMPARISONS

/?/ Phonetic /t/,/d/ Phonetickitten kiy?@n kitten kIt@nbutton b@?n button b@t@nsudden s@?dn sudden s@d@nbidden bI?dn bidden bIdEn

89. / t9/ /d/ These consonants are dentalized consonants. They are formed when /t/ or /d/ are produced with the tongue resting on the back of the front upper teeth rather than on the alveolar ridge (gum ridge).

WORD PHONETIC SPELLINGteen tiyntill tIl

tents tEntsheating hiytIÎbitter bIt@r

renting rEntIÎbeat biytsit sItset sEt

9 9

WORD PHONETIC SPELLINGdean diyndill dIl

dents dEntsheeding hiydIÎbidder bId@rrending rEndIÎ

bead biydSid sIdsaid sEd

Vowels

VOWELS

Vowels are produced by the continual vibration of the vocal cords. The air is allowed to escape the mouth without interruption.

44. /iy/This is the highest front vowel in English.

DIRECTIONS

1. Press the sides of the tongue against the upper bicuspid (two-pointed) teeth and the roof of the mouth.

2. You may press the tip of the tongue against the cutting edge of the lower front teeth.

3. The upper and lower teeth almost touch.4. The lips spread, almost in a tight smile.5. Air escapes between the narrow opening of the tongue and front teeth.6. The muscle under your jaw is somewhat tight.

COMPARISON

/iy/ Phonetic / I/ Phoneticdeed diyd did dIdteams tiymz Tim’s tImzkeen kiyn kin kIngreen griyn grin grInglean gliyn glint glIntclean kliyn din dIn

demeaned d@miyn@d

mint mInt

leave liyv live (v) lIvbean biyn been bIn

45. /I/

This vowel is just below /i/ on the vowel chart.

DIRECTIONS

1. Drop the jaw and relax it slightly.2. Relax the pressure of the tongue against the upper bicuspids.3. The forced smile of the /i/ vowel is relaxed.4. The muscle under the jaw is somewhat lax.

/i/ Phonetic

/I/ Phonetic

/ey/ Phonetic

reap riyp rip rIp ace eysantique antiyk tick tIk eight yet

peep piyp pip pIp bay beycreep kriyp crypt krIpt gay geyfeast fiyst miss mIs save seyvreef riyf fist fIst fail feylPete piyt bit bIt laid leydeat iyt mint mInt inane Ineyn

keen kiyn din dIn hay hey

46 /ey/

Down and back of /I/ is the vowel /ey/. This vowel is really a diphthong and is its diphthongization is greatest in final position, when followed by a voiced consonant, or when pronounced with a slide at the end of an intonation unit.

DIRECTIONS

1. The jaw drops a little more than in /I/2. The sides of the tongue press slightly against the upper bicuspids.3. The mouth opens just a little wider4. The lips are open and relaxed5. At the end of this vowel, the tongue moves upward toward /iy/

COMPARE

/ey/ Phonetic

/E/ Phonetic /{/ Phonetic

ate yet tech tEk grand gr{ndrain reyn pep pEp gland gl{ndpray prey fest fEst Dan d{ngreat greyt left lEft ban b{ngauge geyD pet pEt bat b{tcliché klISey bet bEt lavish l{v@Sballet baley effort Ef2t crass kr{s

matinee m{tIney kettle kEt@l cat c{tblame bleym pest pEst attack @t{k

Caesar's/ scissorsScenically/ cynicallyCervices/ servicesForefeet/ forfeitLiter/ litterlever /liverParsees/ passesReason/ risenre-sole/ rissoleStreaked/ strictTreacle/ trickleTureen/ Turin.

antique/anticantiques/anticsAries/eyriesartiste/artistartistes/artistsaxes/axesB's/bizbailee/baileybailees/baileysbargees/bargesbases/basesbases/bassesbeach/bitchbeached/bitchedbeaches/bitchesbeaching/bitchingbead/bidbeading/biddingbeads/bidsbeaker/bickerbeakers/bickersbean/binbeans/binsbeat/bitbeaten/bitten

beats/bitsbeater/bitterbeaters/bittersbeech/bitchbeef/biffbeefed/biffedbeefing/biffingbeefs/biffsbeen/binbees/bizbeet/bitbeets/bitsbeta/bitterbetas/bittersbleats/blitzbleep/blipbleeps/blipsbootee/bootybreaches/breechesbream/brimCaesars/scissorscc/sissyceased/cystceases/cissiescede/Sid

Celia/silliercervices/servicescheap/chipcheat/chitcheats/chitscheek/chickcheeks/chickscheep/chipcheeped/chippedcheeping/chippingcheeps/chipscrease/Chris/clique/click/cliques/clicks/colleen/Colin/creak/crickcreaked/crickedcreaking/crickingcreaks/crickscrease/Chriscreek/crickcreeks/cricksDeal/dilldeal/dilldean/din

deans/dinsdecoy/decoydecoys/decoysdeed/diddeem/dimdeemed/dimmeddeeming/dimmingdeems/dimsdeep/dipdeeper/dipperdeeps/dipsdefect/defectdefects/defectsdefile/defiledefiles/defilesdefuse/diffusedefused/diffuseddilettanti/dilettante/draftee/draughtyDTs/dittiesE's/ise'en/ine'en/inneach/itchease/iseat/iteats/itseats/it'seel/illeels/illsellipses/ellipsis/feast/fistfeasts/fistsfeat/fitfeats/fitsfeel/Philfeel/fillfeeling/fillingfeelings/fillingsfeels/fillsfees/fizzfeet/fitfield/filledfleet/flitfleeting/flittingfleets/flits

forefeet/forfeitforesees/forcesfreely/frillyfrees/frizzfreezes/frizzesfreezing/frizzingfreesia/frizzierfreeze/frizzfrieze/frizzgelatine/gelatin/Gene/djinngene/djinngenes/djinnsGene/gingene/gingenes/ginsglebe/glibgreased/gristgreed/gridgreen/gringreens/grinsgreet/gritgreeted/grittedgreeting/grittinggreets/gritsgrippe/grip/grippes/gripsguarantee/guarantyguarantees/guarantieshe'd/hidhe'll/hillhe's/hisheal/hillheals/hillsheap/hipheaps/hipsheat/hitheater/hitterheats/hitsheating/hittingheed/hidheel/hillheels/hillsjean/djinnjeans/djinnsJean/djinn

jean/ginjeans/ginsJean/ginjeep/gyp/jeeps/gyps/keel/killkeeled/killedkeeling/killingkeels/killskeen/kinkeep/kipkeeper/kipperkeepers/kipperskeeping/kippingkeeps/kipsKeith/kithkeyed/kidkneel/nillead/lidleads/lidsleafed/liftleak/lickleaked/lickedleaking/lickingleaks/lickslean/Lynnleap/lipleaped/lippedleaps/lipsleas/Lizleased/listleast/listleave/liveleaves/livesleaving/livingleavings/livingsLeeds/lidsleek/lickleeks/lickslees/Lizlever/liverlevers/liverslied/litlitre/litterlitres/littersleas/Liz

mead/midmeal/millmeals/millsmeasles/mizzlesmeat/mittmeats/mittsMeath/mythmeek/Mickmealie/Milliemeet/mittmeets/mittsmete/mittmetes/mittsneap/nipneaps/nipsneat/knit/neater/knitter/neat/nitNeil/nilParsees/passespeace/pisspeach/pitchpeached/pitchedpeaches/pitchespeaching/pitchingpeak/pickpeaked/pickedpeaking/pickingpeaks/pickspeaks/pyxpeal/pillpeals/pillspeat/pitpeek/pickpeeked/pickedpeeking/pickingpeeks/pickspeeks/pyxpeel/pillpeels/pillspeeler/pillarpeelers/pillarspeep/pippeeping/pippingpeeped/pippedpeeps/pips

peke/pickpekes/pickspekes/pyxpenis/pinnacepenises/pinnacesPete/pitpique/pickpiqued/pickedpiquing/pickingpiques/pickspiece/pisspieced/pissedpieces/pissespiecing/pissingpeal/pillpiques/pyxprima/primmerPT/pityqueen/quinqueens/quinsreach/richreaches/richesread/ridreading/riddingreads/ridsream/rimreams/rimsreap/ripreaped/rippedreaping/rippingreaps/ripsreason/risenrebound/reboundrebounds/reboundsreed/ridreeds/ridsreef/riffreefed/riftreefs/riffsreek/rickreeks/ricksreeked/rickedreeked/rickedreeking/rickingreek/wrickreeked/wricked

reeking/wrickingreeks/wricksreel/Rhylreel/rillreels/rillsrefund/refundrefunds/refundsreject/rejectrejects/rejectsre-join/rejoinre-joined/rejoinedre-joins/rejoinsre-mark/remarkre-marks/remarksre-marked/remarkedre-marking/remarkingre-proof/reproofre-proofs/reproofsreseed/recedereseeded/recededreseeds/recedesreseeding/recedingre-sole/rissolere-soles/rissolesRheims/rimsRiga/riggerRiga/rigourscene/sinscenes/sinsscenic/cynic/scenically/cynically/schema/skimmerschemas/skimmersscheme/skimschemed/skimmedschemer/skimmerschemes/skimsscheming/skimmingseal/sillseals/sillssealer/Scyllasealers/Scyllasseat/sitseater/sitterseats/sitsseating/sitting

seed/Sidseek/sicseek/sickseeking/sickingseeks/sicksseeks/sixseen/sinseep/sipseeped/sippedseeping/sippingseeps/sipssheen/shinsheep/shipsheet/shitsheeting/shittingsheets/shitsSikh/sicSikh/sickSikhs/sicksSikhs/sixskeet/skitskeets/skitsski'd/skidsleek/slicksleeker/slickersleekest/slickestsleeks/slickssleep/slipsleeper/slippersleepers/slipperssleeping/slippingsleeps/slipssleepy/slippysleet/slitsleeting/slittingsleets/slitssneak/snicksneaked/snickedsneakers/snickerssneaking/snicking

sneaks/snicksspeak/spicksteal/stillstealing/stillingsteals/stillssteel/stillsteeled/stilledsteels/stillssteely/stillysteeple/stipplesteeples/stipplesstelae/stillystreaked/strictteak/ticteak/tickteal/tillteam/Timteases/tizziesteat/titteats/titsteem/Timteen/tinteens/tinsteenier/tinnierteeniest/tinniestteeny/tinnyteeter/titterteetered/titteredteetering/titteringteeters/titterstreacle/trickletrustee/trustytureen/Turin'tween/twintweet/twittweeted/twittedtweeter/twittertweeters/twitterstweeting/twittingV's/viz

warrantee/warrantywarrantees/warrantieswe'll/willweak/wickweaker/wickerweal/willweals/willsweald/willedwean/whinwean/winweans/winsweaned/windweaner/winnerweaning/winningweek/Wickweek/wickweeks/wicksweeny/whinnyweep/whipweeping/whippingweeps/whipswees/whizwheat/whitwheat/witwheel/willwheeled/willedwheeling/willingwheels/willswheeze/whizzwheezed/whizzedwheezes/whizzeswheezing/whizzingwield/willedweeny/Winniewreak/rickwreaked/rickedwreaks/rickswreak/wrickwreaked/wrickedwreaks/wricks

47. /EI

Below /ey/ is this vowel. Unlike /ey/ it is not diphthongized.

DIRECTIONS

1. The tongue DOES NOT touch the bicuspids with pressure.2. The jaw is lowered from the position for /ey/3. Allow the tip of the tongue to relax behind the lower front teeth.4. Arch the tongue half-high.5. The lips are in a neutral position.

COMPARE:

/I/ Phonetic

/E/ Phonetic /{/ Phonetic

it It tech tEk grand gr{nddid dId pep pEp gland gl{ndkin kIn fest fEst Dan d{ndin dIn left lEft ban b{n

litter lIt@r pet pEt bat b{triff rIf bet bEt lavish l{v@Srich rIT effort Ef2t crass kr{s

pistol pIst@l kettle kEt@l cat c{trip rIp pest pEst attack @t{k

acetic ascetic

beacon beckonceiling selling

heedless headless

meeker MeccaPeking peckingweeding weddingyield yelled

acetic/asceticbeacon/beckon/beacons/beckonsbead/bed/beading/bedding/beads/bedsbeak/beckbeaks/becksbean/ben//beans/bensbeast/best/beasts/bestsbeat/bet/beater/better/beaters/betters/beating/betting/beats/betsbeater/bettor/beaters/bettorsbeen/benbeet/bet/beets/betsbeta/better/betas/bettersbeta/bettor/betas/bettorsbleed/bled/breastfeed/breastfed/breed/breadbreed/bredcede/saidceiling/sellingcheek/check/cheeked/checked//cheeking/checking//cheeks/checkscheek/cheque/cheeks/chequescheek/Czech

/cheeks/Czechscleanly/cleanlycleans/cleansecleaver/clevercrease/cresscreased/crestcrossbreed/crossbred/C's/saysdea/dell/deals/dellsdean/den/deans/densdeceiver/dissever/deceivers/disseversdeed/dead/deep/depD's/Deseach/etchEaster/Esthereat/ate/ee/eels/L's/e'en/N/ekes/X/eland/Elland/Ely/Ellie/Eva/everfeed/fed/fee/fell/feeler/feller/feeling/felling/feels/fellsfeeler/fellahfees/fezf(o)eta/fettlefield/felledfiend/fend//fiends/fends/force-feed/force-fed

freed/Fred/geese/guessgene/gen//genes/gensgenie/Jenny/genies/jenniesglean/glen//gleans/glenshea/hellhealed/heldheals/hellsHeanor/hennaheap/hephe'd/headheed/head/heeded/headed/heeding/heading//heeds/headsheedless/headless/he'l/hellhee/hell/heels/hellsheeled/heldinterbreed/interbred/jean/gen/jeans/gensJeanie/Jennykeen/ken//keened/kenned/keening/kenning/keens/kensknead/Ned/knee/knellknee/Nelllead/lead/leading/leading/leads/leadslead/ledleafed/left

league/leg/leagues/legs/leaguing/legginglean/Len/leaned/lendleans/lensleaped/leaptleas/Les/lease/lessleased/lestleast/lestLeeds/leadslees/Leslied/let/liege/ledge//lieges/ledges/lip-read/lip-readLisa/lesserlitre/letter//litres/letters/mead/Med/mean/menmeanie/many/meat/Met/meats/Metz/meed/Medmeeker/Meccameet/metmeets/Metzmete/metmetes/Metzmien/menmislead/misledmisread/misreadneat/netneat/nettneatly/Netley/need/Nedneedy/Neddy/Nei/knellNei/NellNice/nessniece/ness/nieces/nesses/overfeed/overfed/overleaped/overleapt

peak/peck/peaked/pecked/peaking/pecking/peaks/peckspeat/petpeaty/petty/peatier/pettier/peatiest/pettiestPeebles/pebblespeek/peck/peeked/pecked/peeking/pecking/peeks/peckspeep/pep/peeped/pepped/peeping/pepping/peeps/pepspeeper/pepper/peepers/pepperspeke/peck/pekes/pecksPeking/peckingPete/petpieced/pest/pique/peck//piqued/pecked//piques/pecks//piquing/pecking/plead/pledpriest/pressed/proofread/proofreadreach/retch/reached/retched/reaches/retches/reaching/retchingreach/wretch/reaches/wretchesread/readread/red/reader/redder/reads/redsreading/Reading/reap/repreaps/repsreed/readreed/red

/reeds/redsreedy/ready//reedier/readier//reediest/readiest/reef/refreefed/reftreek/wreck/reeked/wrecked/reeking/wrecking/reeks/wrecksreeks/Rex/reeve/rev//reeves/revsrepea/repel/repealed/repelled/repealing/repelling/repeals/repelsre-present/represent/re-presented/represented/re-presenting/representing/re-presents/representsre-read/re-readreseat/reset/reseating/resetting/reseats/resetsRiesling/wrestlingscenes/sendssea/cel//seals/cells/sea/sell/sealing/selling/seals/sells/sealer/seller/sealers/sellerssealer/cellar//sealers/cellars/seas/saysseat/set/seating/setting/seats/setsseat/sett/seats/settsseed/saidseek/sec/

seek/sec/seeks/secsseeks/sexseeped/Sept/sees/saysseize/sayssheaf/chef/she'd/shedshe'l/shellshield/shelled/siege/sedge/sieges/sedges/signor/se~norSikh/sec/Sikhs/secsSikhs/sexspeak/spec/speaks/specsspeak/speck/speaks/specksspeed/sped/spoonfeed/spoonfed/steam/stem/steamed/stemmed/steaming/stemming/steams/stemssteed/stead/steely/stelesteep/step/steeped/stepped/steeping/stepping/steeps/stepssteep/steppe/steeps/steppessuite/sweat/suites/sweatssweet/sweat/sweets/sweats

sweeter/sweater/sweetie/sweaty/teak/tecteak/Tech/tea/teltea/tellteed/Tedteen/ten//teens/tens/Tina/tennerTina/tenortreed/tread/undersea/undersellwea/well/weals/wellsweald/weld/wealds/weldsweald/welledwean/wen/weans/wenswean/whenweaned/wendwe'd/wedweed/wed/weeded/wedded//weeding/wedding//weeds/weds/we'l/wellwheat/wet/wheat/whetwhee/well/wheeled/welled/wheeling/welling/wheels/wellswheeled/weldwheeling/welling/wield/weld/wielded/welded/

/wielding/welding//wields/weldswield/welledwreak/wreck/wreaked/wrecked/wreaking/wrecking/wreaks/wreckswreaks/Rexyield/yelled

assist assessed

cinder

sender

innovate enervate

listening lessening

livid levied

middle medal

sickened second

symmetry cemetery

agin/again/assist/assessed/axis/access/below/bellowbid/bed/bidding/bedding/bids/bedsbig/begbigger/beggarbill/bell/billed/belled/billing/belling/bills/bellsbill/belle/bills/bellesbillow/bellow/billowed/bellowed/bellowing/billowing/billows/bellowsbilly/belly/billies/belliesbin/ben

/bins/bensbit/bet/bits/betsbitter/better/bitters/bettersbitter/bettor/bitters/bettorsbliss/blessblithering/bletheringbuild/belledbuilt/beltchick/check/chicks/checkschick/cheque/chicks/chequeschick/Czech/chicks/CzechsChris/cresscinder/sender/cinders/senderscliff/clef/cliffs/clefsclinch/clench

/clinched/clenched/clinches/clenches/clinching/clenchingconviction/convectioncrypt/creptdecayed/decadedepose/depotsdescant/descant/descants/descantsDick/deckdicker/decker/dickers/deckersdid/deaddiffer/deaferdifferential/deferential/differentially/deferentiallydill/dell

din/den/dins/densdint/dent/dints/dentsdip/depdisc/desk/discs/desksdisparate/desperatedisposition/dispossessiondjinn/gen/djinns/gensescort/escort/escorts/escortsexcise/exciseexploit/exploit/exploits/exploitsexport/export/exports/exportsexpose/exposextract/extract/extracts/extractsfib/Febfill/fell/filled/felled/filling/felling/fills/fellsfin/fen/fins/fensFinn/fen/Finns/fensfitted/fetidfitter/fetter/fitters/fettersfizz/fez/fizzes/fezesflick/fleck/flicked/flecked/flicking/flecking/flicks/flecksflicks/flexgild/geld/gilded/gelded/gilding/gelding/gilds/gelds

gill/gel/gills/gelsgill/jell/gills/jellsgin/gen/ginned/genned/ginning/genning/gins/gensgist/jest/gists/jestsguild/geld/guilds/geldsgym/gem/gyms/gemshick/heck/hicks/heckshid/headhill/hell/hills/hellshim/hemhip/hephither/heatherhymn/hem/hymned/hemmed/hymning/hemming/hymns/hemsid/edif/effif/filk/elkill/lills/l'simmigrant/emigrant/immigrants/emigrantsimmigrate/emigrate/immigrated/emigrated/immigrates/emigrates/immigrating/emigrating

immigration/emigration/immigrations/emigrationsimminent/eminent/imminence/eminence/imminently/eminentlyimpress/empress/impresses/empressesin/n/ins/n'sinfield/Enfieldinflict/inflect/inflicted/inflected/inflicting/inflecting/inflicts/inflectsinfliction/inflection/inflictions/inflectionsinn/n/inns/n'sinnovate/enervate/innovated/enervated/innovating/evervating/innovates/enervatesinto/enterit/ateitch/etch/itched/etched/itches/etches/itching/etchingJill/gelJill/jellJim/gemjimmy/jemmy

/jimmies/jemmiesjinn/genjinns/genskilt/Celt/kilts/Celtskin/kenkindle/Kendalkipped/keptkitsch/ketchknit/net/knitted/netted/knitting/netting/knits/netsknit/nett/knits/nettslid/lead/lids/leadslid/ledlift/leftlimning/lemmingLinda/lenderlint/leantlint/Lentlint/lentlintel/lentil/lintels/lentilsLinz/Lentslipped/leaptlist/lestlisten/lessen/listened/lessened/listening/lessening/listens/lessenslisten/lesson/listens/lessonslit/letlitter/letter/littered/lettered/littering/lettering/litters/letterslivid/levied/Liz/LesLois/loess

Lynn/Lenmid/Medmiddle/medal/middles/medalsmiddle/meddle/middled/meddled/middles/meddles/middling/meddling/milt/meltmint/meantmiss/mess/missed/messed/missing/messing//missy/messy/mist/messedmitt/metmitts/Metzmyths/methsnick/neck/nicked/necked/nicking/necking/nicks/necksnil/knellnil/Nellnit/net/nits/netsnit/nett/nits/nettsnix/necksPhil/fellpick/peck/picked/pecked/picking/pecking/picks/peckspicker/pecker/pickers/peckerspiddle/pedal/piddled/pedalled/piddles/pedals/piddling/pedallingpiddle/peddle/piddled/peddled

/piddles/peddles/piddling/peddlingpig/peg/pigged/pegged/pigging/pegging/pigs/pegspiggy/Peggy/pin/pen/pinned/penned/pinning/penning/pins/penspinny/Penny///pinnies/pennies/pip/pep/pipped/pepped/pipping/pepping/pips/pepspissed/pestpit/pet/pits/pets/pitting/petting/pity/pettypitied/pettedposition/possession/positions/possessionsprimmest/premised/pyx/pecksquill/quell/quills/quellsrecord/record/records/recordsrich/retch/riches/retchesrich/wretch/riches/wretches/rick/wreck/ricked/wrecked/ricking/wrecking/ricks/wrecksricks/RexRicky/reccerid/read

rid/red/rids/redsridden/reddenridding/Reading/ridge/Regriff/refrift/reftrip/rep/rips/repsrip/reppScylla/cellar/Scyllas/cellarsScylla/seller/Scyllas/sellersshilling/shellingsic/secsick/sec/sicks/secssicked/sectsickened/secondsicks/sexSid/saidsignora/senora/signoras/senorassill/cell/sills/cellssill/sell/sills/sellssince/sensesinned/sendsinner/sennasins/sendssipped/Septsit/set/sits/sets/sitting/setting/sittings/settingssit/sett/sits/settssitter/setter/sitters/setterssix/secssix/sex/sixes/sexesskip/skep/skips/skeps

slid/sledslipped/sleptspick/specspick/speckspill/spell/spilled/spelled/spilling/spelling/spills/spellsspilt/speltstiller/Stella stiller/stellarswill/swell/swilled/swelled/swilling/swelling/swills/swellssylph/selfsymmetry/cemetery/tic/tectic/techtick/tec/ticks/tecstick/tech/ticks/techstics/techstill/teltill/tell/tilling/telling/tills/tellstiller/teller/tillers/tellerstin/ten/tins/tenstinder/tendertinned/tendtint/tent/tints/tentstrick/trek/tricked/trekked/tricking/trekking/tricks/trekstrimmer/tremor/trimmers/tremorsvictor/vector/victors/vectors

vintner/Ventnorwhin/wenwhin/whenwhipped/weptwhist/westwhit/wet/whits/wetswhit/whet/whits/whetswhither/weatherwhither/wetherwhither/whetherwill/well/willed/welled/willing/welling/wills/wellswilled/weldwilt/welt/wilts/weltswin/wen/wins/wenswin/when/wins/when'swince/whencewinch/wench/winched/wenched/winching/wenching/winches/wencheswind/wend/winded/wended/winding/wending/winds/wendswindy/Wendy/wit/wet/wits/wetswit/whet/wits/whetswither/weather/withered/weathered/withering/weathering

/withers/weatherswither/wether/withers/wetherswither/whetherwrick/wreck

/wricked/wrecked/wricking/wrecking//wricks/wreckswricks/Rexwrist/rest

/wrists/restswrist/wrest/wrists/wrestswrit/ret/writs/rets

48. /{/

This is the last of the front vowels.

DIRECTIONS:

1. Relax and lower the jaw2. Let the mouth be as wide as possible without forcing it3. The tongue is practically flat4. Make a light contact is made between the lower teeth and the tongue

COMPARE:

/I/ Phonetic

/a/ Phonetic /{/ Phonetic

it It pot pat grand gr{nddid dId father faD@r gland gl{ndkin kIn box baks Dan d{ndin dIn calm cam ban b{n

litter lIt@r pa pa bat b{triff rIf fob fab lavish l{v@Srich rIT ma ma crass kr{s

pistol pIst@l hot hat cat k{trip rIp dot dat attack @t{k

breezier brassièrediesels dazzlesgreenery granarykeyless callous seaman salmonseedling saddling

beach/batchbeaches/batches bead/bad/bead/badebeak/back/beaks/backs/beaker/backer/beakers/backers/bean/banbeans/bansbeans/banns/beast/bast/beat/bat/beating/batting/beats/batsbeaten/batten/beater/batter/

beaters/batters/beech/batchbeeches/batchesbeen/banbeet/batbeets/batsbeetle/battle/beetled/battled/beetles/battles/beetling/battling/beta/batterbetas/battersbetel/battlebetels/battlesbleak/black/bleaker/blacker/bleakest/blackest/

breed/bradbreeds/bradsbreezier/brassièrecedar/saddercede/sadcheap/chap/cheat/chat/cheated/chatted/cheating/chatting/cheats/chats/cheap/chapcheep/chapcheeped/chapped/cheeping/chapping/cheeps/chaps/cheese/Chas/cheetah/chatter

cheetahs/chatterschic/shackclean/clancleans/clans/clique/clack/cliques/clacks/creak/crackcreaked/crackedcreaking/crackingcreaks/crackscream/cram/creamed/crammed/creaming/cramming/creams/crams/crease/crasscreek/crackcreeks/crackscreep/crap/creeping/crapping/creeps/craps/dean/Dandeed/daddeeds/dadsdeem/damdeeming/dammingdeeming/dammingdeems/damsdeem/damndeemed/dammeddeeming/dammingdeems/damnsdeeper/dapperdiesel/dazzlediesels/dazzlesdream/drachmdreams/drachmsdream/dramdreams/dramsease/aseastern/Aston/Easter/asterEasters/asterseat/at/eater/attar/edict/addict/edicts/addicts/

eel/Al/e'en/Ann/e'en/aneked/act/ekes/ax/Ely/Ali/Ely/alleyE's/asEve/Ave/feat/fatfeats/fatsfeed/fadfeeds/fadsfeet/fatfiend/fannedfleet/flatfleetly/flatlyfleetness/flatnessfleets/flatsfleeter/flatterfleetest/flattestgeese/gasgene/Jangleaned/glandgrebe/grabgrebes/grabsgreenery/granaryG's/jazzgreenery/granaryhe'd/hadhe'll/Halheal/Halheap/hapheaped/happedheaping/happingheaps/hapshe's/hasheat/hatheats/hatsheater/hatterheaters/hattersheath/hathheave/haveheaves/havesheaving/havingheed/had

heel/HalJean/Jankeen/cankeened/canned/keening/canning/keens/cans/keen/Canneskeener/cannakeep/cap/keeping/capping/keeps/caps/Keith/Cath/keyed/cad/keyless/callous/keyless/calluskilo/callow/leach/latchleached/latchedleaches/latchesleaching/latchinglead/ladleads/ladsleader/ladderleaders/laddersleague/lagleagued/laggedleagues/lagsleaguing/laggingleak/lackleaked/lackedleaking/lackingleaks/lacksleaks/laxleaky/lackeyleaned/landleap/lapleaped/lappedleaping/lappingleaps/lapsleaps/lapselease/lassleases/lassesleash/lashleashes/lashesleave/lavleaves/lavs

leech/latchleeches/latchesLeeds/ladsleek/lackleeks/lacksleeks/laxLeix/lashlied/latlieder/ladderlitre/lattermead/madmean/manmeanly/manlymeaning/manningmeans/mansmeaner/mannameaner/mannermeaner/manormeat/matmeats/matsmeat/mattmeed/madmeek/macmeet/matmeeting/mattingmeets/matsmeet/mattmete/matmeted/mattedmetes/matsmeting/mattingmete/mattmeter/mattermeters/mattersmeeting/mattingmetre/mattermetres/mattersmien/manmiens/mansneap/knapneaps/knapsneap/napneaps/napsneat/Natneat/gnatneater/natter

overleap/overlapoverleaped/overlappedoverleaping/overlappingoverleaps/overlapspeach/patchpeached/patchedpeaches/patchespeaching/patchingpeak/packpeaked/packedpeaking/packingpeaks/packspeaked/pactpeaks/paxpeal/palpeals/palspealed/palledpealing/pallingpeat/patpeaty/Pattypeed/padpeek/packpeeked/packedpeeking/packingpeeks/packspeeked/pactpeeks/paxpeel/palpeeled/palledpeeling/pallingpeels/palspeeler/pallorpeke/packpekes/packspekes/paxPeking/packingpenal/panelpeep/papPete/PatPeter/patterpeter/patterpetered/patteredpetering/patteringpeters/patterspique/packpiqued/packed

piques/packspiquing/packingpiqued/pactpiques/paxplead/plaidpleads/plaidspleat/plaitpleated/plaitedpleating/plaitingpleats/plaitsquiche/cachequiches/caches/quiche/cashquiches/cashesreach/ratchreaches/ratchesream/ramreams/ramsreap/rapreaped/rappedreaping/rappingreaps/rapsreaped/raptreap/wrapreaping/wrappingreaped/wrappedreaps/wrapsreaper/wrapperreapers/wrappersreek/rackreeked/rackedreeking/rackingreeks/racksreek/wrackRheims/ramsRita/ratterscenes/sansscream/scramscreamed/scrammedscreaming/scrammingscreams/scramsscreech/scratchscreeched/scratchedscreeches/scratchesscreeching/scratchingseaman/salmon

seam/Samseaman/salmonseamen/salmonseamy/Sammyseat/satseed/sadseedling/saddlingseek/sacseeks/sacsseeks/saxseek/sackseeking/sackingseeks/sacksseem/Samseep/sapseeped/sappedseeping/sappingseeps/sapssemen/salmonsepia/sappiershe'd/shadshe'll/shallsheet/shatSikh/sacSikhs/sacsSikh/sackSikhs/sacksSikhs/saxskeet/scatsleek/slacksleeked/slackedsleeker/slackersleekest/slackestsleeking/slackingsleekly/slacklysleekness/slacknesssleeks/slackssleep/slapsleeping/slappingsleeps/slapssleet/slatsleets/slatssleeted/slattedsneak/snacksneaks/snackssteamer/stammer

steamers/stammersteak/tackteat/tatteats/tatsteen/tanteens/tansteeter/tatterteetered/tatteredteeters/tattersTina/tannertreed/tradweak/whackweaker/whackerweek/whackweeks/whacksweeks/wax/wreak/rackwreaked/rackedwreaks/rackswreaking/rackingwreak/wrack

49. /a/

This is the lowest vowel in English.

DIRECTIONS:

1. Lower the jaw below a normal relaxed position2. Make the lips wide open3. The tongue touches the floor of the mouth.4. The back of the tongue arches up a bit towards the throat.

COMPARE:

/@/ Phonetic

/a/ Phonetic /{/ Phonetic

alive @laiv pot pat grand gr{ndsofa sOf@ father faD@r gland gl{nd

telephone tEl@fown

box baks Dan d{n

possible pas@b@l

calm cam ban b{n

oppose @powz pa pa bat b{t

Confucius k@nfyuS@s

fob fab lavish l{v@S

labyrinth l{b@rInT

ma ma crass kr{s

national n{S@n@l

hot hat cat c{t

chorus kOr@s dot dat attack @t{k

50. /uw/

While /i/ is the highest vowel possible at the front of the mouth, /u/ is the highest vowel at the back of the mouth. After the sound begins, there is an upward and backward glide of the tongue.

DIRECTIONS

1. Round and protrude the lips as much as possible2. Draw back the tongue as far as comfortable keeping it high.3. Touch the tongue along the back upper teeth4. Tense the muscle under the jaw

COMPARE

/i/ Phonetic /uw/ Phoneticdeed diyd rude ruwdteams tiymz blew bluwkeen kiyn fruit fruwtgreen griyn ooze uwzglean gliyn do duwclean kliyn soup suwp

demeaned d@miyn shoe Suw

@dleave liyv threw Truwbean biyn chew Tuw

51. /U/

DIRECTIONS1. The lips are rounded but less than for the vowel /u/2. The tips of the lower teeth are close to the upper teeth.3. The back of the tongue is slightly arched but not as high as /u/4. The back of the tongue may just touch the upper tooth ridge5. The muscle under the jaw is relaxed

COMPARE

/uw/ Phonetic

/U/ Phonetic /@/ Phonetic

rude ruwd book bUk alive @laivblew bluw wolf wUf sofa sOf@do duw could cUd telephone tEl@fow

nooze uwz pull pUl possible pas@b

@lsoup suwp cook cUk oppose @powzshoe Suw sugar sUg@r Confucius k@nfyu

S@sthrew Truw Brooklyn brUklIn labyrinth l{b@rIn

Tshampoo Sampu

w hood hUd national n{S@n

@lkangaroo kaÎ@ru

wspook spUk chorus kOr@s

51. /ow/

This vowel consists of two sounds: an initial “o” sound and a “w” sound at the end.

DIRECTIONS

1. Form the lips in the shape of the letter O2. Relax the jaw3. Bunch or arch the tongue in the back of the mouth4. Purse the lips more as the second sound of the diphthong is produced.

COMPARISON

/uw/ Phonetic

/O/ Phonetic /ow/ Phonetic

rude ruwd all Ol bethroth b@TrOTblew bluw draw drO drove drOvdo duw flaunt flOnt bowl bOwl

ooze uwz ball bOl tone tOnsoup suwp ought Ot gnome nOmshoe Suw awe O vogue vOgthrew Truw jawed DOd abode abOd

shampoo Sampuw

thought TOt woe wO

kangaroo kaÎ@ruw

sausage sOs@D toe tO

53. /O/

This back vowel is second lowest back vowel. The lowest is /a/. However, the lip position for /a/ entails more widening of the lips.

DIRECTIONS:

1. Relax the lower jaw.2. Relax the tongue tip behind the lower teeth.3. Open the mouth an inch or less across and half an inch high.4. Bunch the tongue a little in the back of the mouth. Arch the back of the tongue

half low toward the soft palate.

COMPARISON

/a/ Phonetic /ow/ Phonetic /@/ Phonetic /O/ Phoneticpot pat bethroth b@TrOT alive @laiv audition OdIS@

nfather faD@r drove drOv sofa sOf@ autumn Ot@mbox baks bowl bOwl telephon

etEl@fow

naustere OstIr

calm cam tone tOn possible pas@b alright Owrait

@lpa pa gnome nOm oppose @powz nautical nOt@k

@lfob fab vogue VoG Confuciu

sk@nfyu

S@sapplaud Oplad

ma ma abode abOd labyrinth l{b@rInT

awe O

hot hat woe wO national n{S@n@l

awkward OkwIrd

dot dat toe tO chorus kOr@s call cOà

54. /ay/

This diphthong begins as the /a/ vowel and moves upward towards /iy/.

DIRECTIONS:

1. Relax the lower jaw.2. Place the tip of the tongue behind the lower front teeth.3. Arch the front of the tongue forward and low for the first sound /a/4. Glide the tongue towards the weak second element /i/5. During this this glide move the jaw from open to half open

COMPARISON

/ay/ Phonetic /aw/ Phonetic /Oy/ Phoneticeyes ayz now naw boy bOy

despise dIspayz prow praw voice voysalibis {lIbayz gown gawn oyster Oyst@r

surmise sIrmayz house haws Freud frOydthighs Tayz owl awl buoyant bOy@ntshies Sayz vow vaw oil Oylrise rayz Tao taw toys tOys

surprised s@prayz@d

Mao maw joys Doyz

white ÷ait mouths mawTs Goya gOy@

55. /aw/

This diphthong begins as the /a/ vowel and moves upward and backward toward /U/.

DIRECTIONS:

1. Relax the lower jaw.2. Place the tip of the tongue behind the lower front teeth.3. Arch the front of the tongue forward and low for the first sound /a/4. Glide the tongue towards the weak second element /U/5. During this this glide move the jaw from open to half open6. Move the lips from a relaxed position to a round position

COMPARISON




surprised s@prayz@d

Mao maw joys Doyz

white ÷ayt mouths mawTs Goya gOy@

56. /Oy/

This vowel begins as /O/ and glides toward /iy/.

Directions:1. Relax the lower jaw.2. Place the tip of the tongue behind the lower front teeth.3. Arch the front of the tongue forward and low for the first sound /O/4. Glide the tongue towards the weak second element /iy/5. During this glide move the jaw from open to almost closed.6. Move the lips from a relaxed position to a round position

COMPARISON




surprised s@prayz@ Mao maw joys Doyz

dwhite ÷ayt mouths mawTs Goya gOy@

57. /@/

This vowel is neither a front or back vowel, but it is produced centrally. This is the most common vowel in spoken English and is referred to as “schwa”.

DIRECTIONS

1. Relax the jaw .2. Slightly spread the lips3. Place the tongue behind the lower front teeth but do not touch anything.4. Make sure that all muscles are relaxed.

COMPARISON

/a/ Phonetic /U/ Phonetic /@/ Phonetic /O/ Phoneticpot pat book bUk alive @laiv audition OdIS@

nfather faD@r wolf wUf sofa sOf@ autumn Ot@mbox baks could cUd telephon

etEl@fow

naustere OstIr

calm cam pull pUl possible pas@b@l

alright Owrait

pa pa cook cUk oppose @powz nautical nOt@k@l

fob fab sugar sUg@r Confucius

k@nfyuS@s

applaud Oplad

ma ma Brooklyn brUklIn labyrinth l{b@rInT

awe O

hot hat hood hUd national n{S@n@l

awkward OkwIrd

dot dat would wUd chorus kOr@s call cOà

58. /@r/

This vowel is the combination of two sounds. The initial sound is very short and barely heard. Nonphonemic variants of this sound occur in spoken English: [bÅd] stressed and followed by r, and [faD2] unstressed and followed by r.

DIRECTIONS

1 Relax the jaw .5. Slightly spread the lips6. Place the tongue behind the lower front teeth but do not touch anything.7. Make sure that all muscles are relaxed8. Quickly move to the r sound by either:

(a) turning the tip of the tongue toward the back of the mouth without touching anything.

(b) slide the tongue back on the upper teeth bunching the back of the tongue.

COMPARISON

/@r/ WORD r- sounds WORDworm w@rm warm wOrmword w@rd ward wOrdstar st@r steer stI@rwere w@r wear wE@rburn b@rn barn barnlurk l@rk lark lark

59. /ö/

This vowel is a nonphonemic variant of schwa. It is usually in stressed syllables.

DIRECTIONS:

1. Relax the jaw .2. .Slightly spread the lips3. Place the tongue behind the lower front teeth but do not touch anything.4. Make sure that all muscles are relaxed

COMPARE

/@/ PHONETIC / ö/ PHONETIC suppose s@powz sup s öp

sofa s@f@ fun f önbazooka b@zuwk@ buzz b özTacoma t@kowm@ tuck t ök

soda sowd@ duck d ökuntil @ntIl untilled öntIl@d

cocoon k@kuwn cuckold k ökOlduh @ up öp

STRESS

Stress results when a syllable is given extra energy. The extra energy may be from a change in pitch or energy or both. The extra emphasis makes the syllable stand out.Stress is sometimes called accent. Generally, English tries to avoid having stresses too close together. There is a tendency in English for the stresses to occur at regular intervals even if this “violates” the stress pattern of a certain word said in isolation. This tendency to keep regular intervals is called rhythm. Primary stress is indicated by /2/ (AIGU) and secondary stress is shown by /1/.(GRAVE)

28. ONE SYLLABLE

The ten most frequent words ( 25%) in written and spoken English include: the, of, and, to, a, in, that, it, is, and I. These words are usually unstressed, unless said in citation form or in isolation. These common words tend to be reduced and pronounced as the weak forms-- /@/ , / I/ , or / U/.

Word Stressed Form Weak Form ExampleA /ey/ /@/ In a train.An /{n/ /@n/ Shoot an arrowAnd /{nd/ /@n/ You and IAre /ar/ /@r/ Who are you?Can /k{n/ /k@n/ She can go.Had /h{d/ /@d/ They had to leave.Has /h{z/ /@z/ She has to speak.Have /h{v/ /@v/ You have to come.Of /av/ /@v/ Two of usOr /Or/ /@r/ Win or loseThat /D{t/ /D@t/ I saw that.The /Diy/ /D@/ or /Di/ On the shelfTo /tuw/ /t@/ or /tU/ Ten to twowas /waz/ /w@z/ It was fun

29. TWO SYLLABLE (STRESS ON FIRST SYLLABLE)

About 75% of two-syllable words are accented on the first syllable. For words derived from German, many are stressed on the first syllable. Of the 1,000 most frequent words in English, about 83% are of Germanic origin. Primary stress is indicated by /2/ (AIGU) and secondary stress is shown by /1/.(GRAVE)

Word Phonetic spellingNEver nE2v@rBREAkfast brE2kf@stMONday m@2ndIFAther fa2D@r

SISter sI2st@rFROLic fra2l@kWISdom wI2zd@mYELlow YE2lowOFten a2f@nTWENty twE2ntIFIFty fI2ftiFINger fI2Î@rELbow E2lbowHAMmer h{2m@rWATer wa2t@r

30. TWO SYLLABLE ( STRESS ON SECOND SYLLABLE)

Approximately 25% of English words are stressed on the second syllable. Most of these words begin with a prefix. Most of these words are accented on the second syllable.

Nouns Phonetic Adjectives Phonetic Verbs PhoneticaWard @wO2rd unHEALthy @nhE2lTi deCLARe D@klE2rsurPRISE s@paI2z berREAVed b@ri2v@

dexPLAIN Ekspley2

nproPOSal pr@pow

2z@lASLEEP @sli2p forGET f@rgE2t

ComPLAInt k@mplei2’nt

inCREDible InkrE2d@bl

obTAIN Abtey2n

31. COMPOUND NOUNS

Compound nouns usually have primary accent on the first part and a secondary accent on the second portion.

Compound Noun Phonetic SpellingBLACkbird bl{2kb@1rdBIRD’s –nest b@2rdznE1stDRUGstore dr@2gstO1rTHOROUghfare T@2r@fE@1rWEATHerman wE2D@rm{1nAIRplane E2rpley1nCOWboy kow2bOy2

HOTdog ha1tdO1g

32. COMPOUND VERBS

Unlike compound nouns, compound verbs usually receive secondary stress on the first element and primary stress on the second component.

COMPOUND VERB PHONETIC SPELLINGunderSTAND @1 nd@rst{2andoverLOOK o1wverlU2koutRUN a1wtr@2n

33. PRONOUNS

Reflexive pronouns receive the stronger accent on the second element.

REFLEXIVE PRONOUN PHONETIC SPELLINGmySELF ma1ysE2lfyourSELF yU1rsE2lfhimSELF hI1sE2lfthemSELVES DE1msE2lvz

34. NUMBERS

Numbers which end in –teen may receive stress on either syllable. However, for clarity it is recommended to place the stress on the last syllable.

NUMBER PHONETIC SPELLINGthirTEEN D@1rti2ynTHIRty D@2rtIfourTEEN fO1ti2ynFOURty fO2rtIfifTEEN fI1fti2ynFIFty fI2ftIsixTEEN si1ksti2ynSIXty si2kstI

sevenTEEN sE1v@nti2ynSEVenty sE2v@ntIeightTEEN a1yti2ynEIGHTy a2ytInineTEEN na1yti2ynNINEty na2yntI

35. NOUN VERB PAIRS.

There is a large group of words which may be used as either nouns or verbs. A difference in stress indicates a difference in usage.

NOUN WORD VERB ka2ns@rt Concert k@ns@2rt ka2nd@kt Conduct k@nd@2ktka2nflIkt Conflict k@nflI2ktka2ntEst Contest k@ntE2stka2ntr{1kt Contract k@ntr{2ktka2ntr{1st Contrast k@ntr{2stka2nv2@rt Convert k@nv@2rtdE2z@rt Desert dIz@2rtI2nkla1yn Incline Inkla2ynI2krI1ys Increase IkrI2ysI2ns@rt Insert Ins@2rtI2ns@lt Insult Ins@2lta2bDIIkt Object @bDE2kto2wv@rflo1w Overflow o1wv@rflo2wp@2rmIt Permit p@rmI2tprE2z@nt Present prIzE2ntpra2grIs Progress pr@grE2spra2DE1kt Project pr@DE1ktpro2wtE2st Protest pr@wtE2strE2b@l Rebel r@b@2lrE2k@rd Record rIkO2rds@2rve1y Survey s@rve2y

36. POLYSYLLABIC WORDS

Many polysyllabic words in English ending in –ate can be used as an adjective, noun, or verb. If these words are used as an adjective or a noun, the vowel of the ending is left unstressed and pronounced as /I/ or /@/ . If they are used as a verb, the ending is given secondary stress and pronounced as the vowel /ey/.

ADJECTIVE OR NOUN WORD VERB{2dv@kIt advocate {2dv@ke1yt{2gr@gIt aggregate {2gr@ge1ytO2lt@rnIt alternate O2lt@rne1yt{2nImIt animate {2nIme1yt@pro2prIIt appropriate @pro2prIe1yt@pra2ksImIt approximate @pra2ksIme1ytdIlI2b@rIt deliberate dIlI2b@re1ytdE2s@lIt desolate dE2s@le1ytIl{2b@rIt elaborate Il{2b@re1ytE2stImIt estimate E2stIme1ytgr{2 DUIt graduate gr{2 Due1ytI2ntImIt intimate I2ntIme1ytma2d@rIt moderate ma2d@re2ytprIsI2pItIt precipitate prIsI2pIte2ytsE2p@rIt sE2prIt separate sE2p@re1yt

37. PHRASAL VERBS

Phrasal verbs consist of two or three words. They are composed of verbs followed by adverbial particles and/ or prepositions. Prepositions in phrasal verbs are unstressed. The verb is always stressed. However, the particles following the verb are stressed while the prepositions are unstressed.

PATTERN ONE VERB STRESS

PREPOSTIONPHONETIC SPELLING

LOOK at lU2k{tTALK about tO2k@bowtDisPENSE with dIspE2nswITApPROVE of @1pru2v@v

PATTERN TWOFIGure OUT fI2gy@row2tDROP OFF dra2pa2fTAKE Over tey2kow2v@rLOOK BACK lU2kb{2k

PATTERN THREE

RUN aWAY with r@2n@we2IWALK OUT on wO2kow2tTALK DOWN to tO2kdaw2nGET aHEAD of gE2t@hE2d

38. ADDED SUFFIX

When a suffix is added to a word, the new form is generally stressed on the same syllable as the basic word.

BASIC WORD NEW FORM PHONETIC SPELLING

abandon abandonment @b{2nd@n ab{2nd@nm@nt

happy happiness h{2pI h{2pInIs reason reasonable rI2yz@n

rI2z@n@b@l

39. SPECIAL ENDINGS

Words ending in :

--ition --ical--sion -- ity

--ic ---graphyusually have stress on the syllable preceding the ending.

BASIC WORD NEW FORM PHONETIC SPELLING

contribute contribution k@ntrI2byUt ka1ntrIbyu2S@n

biology biological ba1ya2l@DI ba1y@la1DIk@l

public publicity p@2blIk p@blI2sItI

photograph photograph fo2wt@gr{1f f@ta2fr@fI

40. Sentence Stress

Word stress and sentence stress combine to create rhythm in English. Rhythm is the regular beat of stressed syllables, unstressed syllables and pauses. The length of an utterance depends not on the number of syllables but on the number of stresses.The following sentences differ in their number of actual syllables, but are equivalent in the number of stresses. Even though the sentences are getting longer, the time that it takes to say each one is about the same.

SENTENCE PHONETIC SPELLINGdogs eat bones dO2gzi2tbo2wnzthe dogs eat bones D@dO2gzi2tbo2wnzthe dogs will eat bones D@dO2gili2tbo2wnz

the dogs will eat the bones D@dO2gili’2tD@bo2wnzthe dogs will have eaten the bones D@dO2gil@vi2t@nD@bo2wn

z

41. CONTENT WORDS

Content words are words that usually carry information and have a meaning in themselves. Content words are usually stressed.

CATEGORY WORD PHONETIC SPELLING

Nouns cat k{2tVerbs run r@2n Adjectives brown bra2wn Adverbs differently dIfr@ntlI2 Demonstratives this TI2s Interrogatives who ÷u2

42. FUNCTION WORDS

Function words signify grammatical relationships and have little or no meaning by themselves. They are usually unstessed unless the speaker wants to give them some special emphasis.

CATEGORY WORD PHONETIC SPELLINGArticles the D@Simple Prepositions of @vPersonal Pronouns I aIPossessive Adjectives my maIRelative Pronouns that D{tCommon Conjunctions but b@t“One” used as a noun substitute

oneThe blue one

D@blu2w@n

Verbs used with auxiliaries

be,have,do,will,would,shall,should,can,could,may, might, must.

bi,h{v,du,wIl,wUd,S{l,Sud,k{n,kUd,maI,m

aIt,m@st

43. THOUGHT GROUPS

Rhythm consists of the alternation of stressed syllables, unstressed syllables, and pauses. Almost every sentence has a pause in it when spoken. So a thought group is a portion of a sentence set off by pauses. Usually, the pauses are indicated by a “/”.

TO CLARIFYWhen the wind blows / the cradle will rock

TO EMPHASIZETruthfully, / I’m not sure I believe you.TO BREAK UP A LONG SENTENCE

The professor wrote a very long paper that involved / some intricacies of pronunciation.

Intonation Patterns in EnglishIntonation Type Description of Intonation Pattern

1. STATEMENT STATEMENTS or declarative sentences have FALLING Intonation.

2. WH-QUESTION Questions that begin with WH- (What, Who, etc.) have a FALLING pattern.

3. YES-NO QUESTION General Questions that can be answered with a Yes or No usually rise HIGH.

4. ECHO QUESTION WH- Questions that rise HIGH mean “Is that really what you said” or “Repeat that.”

5. COMPARISON Both items of a Comparison rise HIGH. One may rise Higher than the other.

6. SUSPENSE If the first part of a sentence end in a rising HIGH pattern, this creates SUSPENSE

7. SERIES (AND) A SERIES of items with AND has the first two items rise HIGH, and the last item FALLS.

8. ALTERNATIVE QUESTION (OR) ALTERNATIVE Questions with OR that have one item HIGHER than the other require a choice between the items by the listener.

9. DOUBLE YES-NO QUESTION (OR) DOUBLE YES-NO questions have equally rising HIGH notes on the two items. The speaker does not necessarily want the listener to choose between the two items.

10. DIRECT ADDRESS In DIRECT ADDRESS, the speaker starts off on a LOW note and the goes up to a HIGH note.

11. TAG QUESTION--REAL REAL TAG QUESTIONS end with rising HIGH intonation and words such as “Aren’t you?” and should be answered.

12. TAG QUESTION--RHETORICAL RHETORICAL TAG QUESTIONS end with falling LOW intonation and words such as “Aren’t you?” and should NOT be answered.

13. FOCUS FOCUS on a particular word in a sentence is indicated by a HIGHER pitch on the word.

14. PERFUNCTORY PERFUNCTORY intonation barely rises HIGH before it FALLS and indicates a lack of Enthusiasm.

15. ENTHUSIASM ENTHUSIASTIC intonation rises very HIGH before FALLING. It indicates genuine excitement.

16. COAXING COAXING begins on a HIGH note, comes down to a LOW note, then rises to a NORMAL note.

17. IRONY IRONY can be indicated when a Yes-No question begins on a NORMAL note, rises to a HIGH note, then returns to a NORMAL note.

18. SHOCK SHOCK is indicated by an EXTRA HIGH note on the adjective or adverb that makes the sentence more intensive.

19. SURPRISE SURPRISE is indicated by an EXTRA HIGH note on the adjective or adverb that makes the sentence more intensive.

20. APPROVAL APPROVAL is indicated by an EXTRA HIGH note on the adjective or adverb that makes the sentence more intensive.

21. PLACE NAMES PLACE NAMES have HIGH notes on both items.

22. NEW INFORMATION NEW INFORMATION is usually highlighted by a HIGH note.

23. MEANING SHIFT MEANING SHIFT can be indicated by the placement of the HIGH intonation in the word or words.

24. DETERMINED DETERMINATION can be indicated by a series of downward FALLING intonation slides.

INTONATION:

Intonation involves pitch: stretched vocal cords make for higher pitch; relaxed vocal cords for lower. Pitch can convey additional meaning to speech. Some of these additional

Meanings may simply reflect the lexical information or personal characteristics of the speaker such as surprise or anger. Others can signal grammatical information: a question, a rhetorical question, or a statement that is final. Pitch can change during an utterance and produce different tones. If the change in these tones takes place between syllables, it is called a shift. If it takes place within a syllable, it is called a slide. Intonation patterns are not necessarily fixed, but can vary from speaker to speaker. 1. STATEMENTS

Simple statements of facts or Declarative sentences usually have falling intonation at the end of the sentence.

2. WH- QUESTIONS

Questions that begin with interrogative words such as what, who, which, why , when , where, and how have a falling pattern at the end of the word.

3. YES-NO QUESTIONS

General questions that may be answered with a yes or no usually rise at the end of the utterance.

4. ECHO QUESTIONS

Pronouncing a Wh-question with a rising intonation creates an Echo Question. An echo question seems to ask: “Is that really what you said?” or “Could you repeat that?”

5. COMPARISONS AND CONTRASTS

With this intonation pattern, two ideas are being compared and receive a higher pitch.

Usually, one item is given an extra high note. It does not seem to matter which item gets the extra emphasis.

.

6.IMPLICIT CONTRASTS

Implicit contrasts do not mention the second item to be compared with.

7.NON FINAL INTONATION

When a sentence is divided into two thought groups (or more), each thought group has its own intonation pattern. If the end of the group is a rising-falling pattern—up to a high note on the final stress, then down to a low note—then the two sentences are distant or almost separate thoughts.

DISTANT

CLOSEIf the group ends on a high note on its final stress, then returns to normal, there is more of a connection between the two sentences.

SUSPENSE

If the beginning group ends with a rising pattern, this will create suspense.

8. SERIES WITH AND

There is a rising pattern of intonation on all members except the last. On the last item there is rising-falling intonation.

9. ALTERNATIVE QUESTIONS

Alternative questions require a choice. One of the items must be on an extra high note. It does not seem to matter which one.

10. ALTERNATIVES WITH OR

The first and second items of the utterance have rising intonation. The last item has rising –falling intonation. This indicates that the items are intended to be heard as a sequence of items.

11. DOUBLE YES-NO

With this type of intonation pattern, the speaker does not necessarily want the listener to make a choice between the two items mentioned. The pattern can either have rising intonation at the end or can have a series of rising intonations.

12. DIRECT ADDRESS

Direct address requires starting off on a low note and then rising. Direct address may also come at the end of a sentence.

13. TAG QUESTION REAL.

Tag questions begin with words such as aren’t you and will he or she. If the tag is pronounced with a rising pattern, it is a genuine question.

14. TAG QUESTIONS—RHETORICAL

Tag questions begin with words such as aren’t you and will he or she. If the tag is pronounced with a rising-falling pattern, it is not a genuine question.

Your’re hungry, aren’t you?

I can speak well, can’t I?

15. FOCUS

Attention is focused on the word in a thought group by singling it out with a higher pitch note occurring on the syllable of that word.

Was it you who baked the cake?

I took the new course. (Who took the course?)

I took the new course. (Did you take the course, or skip it?)

I took the new course. (Did you take the old course or the new one?)

16. PERFUNCTORY

Perfunctory intonation indicates no genuine feeling. It is slightly rising-falling intonation.

17. ENTHUSIASM

Enthusiastic intonation starts off at a extra-high point and falls.

18. COAXING

Coaxing or Persuading intonation begins on a high note, comes down to a low note, and then rises to normal at the end of a sentence.

19. IRONY

When a Yes-No question begins on a normal note, then rises to high on the last sentence stress, and returns to normal usually indicates irony.

20. SHOCK

Shock can be indicated by an extra high note that seems to intensify the force of the adjective or adverb.

21. SURPRISE

Surprise, like shock puts an extra high note on the word that is important.

22. APPROVAL

Approval is signalled by an extra high note on the adjective or adverb.

23. PLACE-NAMES

To signal an important name of a city or state the following pattern is used.

24. NEW INFORMATION

New information tends to take special intonation attention. In English, the new information tends to have higher pitch and is located at the end of the sentence.

25. MEANING SHIFT

Nominal compounds and sequences of individual words can be distinguished with the high note that falls on the last sentence-stress.

26. SLIDE

If the last sentence-stress and the high note come on the very last syllable, the intonation pattern is a slide or glide rather than a shift.

25. DETRMINED

With Determination, a separate stress and a downward slide is given to every word.

LINKING

Linking is the connecting of a final sound of one word or syllable to the initial sound of the next word.

90. Linking and /y/ glides

If a word ends in a tense vowel or a diphthong and the next word or syllable begins with a vowel, a /y/ may be inserted.

WORD or PHRASE PHONETICbe able biyÙeyb@lcreate kriyÙeytsay it seyÙyIt

layette leyÙyEtmy own mayÙyown

naïve nayÙYiyvtoy airplane tOyÙyErpleyn

boyish bOyÙyishsee evil siyÙyiyv@l

91. Linking and /w/glides

If a word ends in a tense vowel or a diphthong and the next word or syllable begins with a vowel, a /w/ may be inserted.

WORD or PHRASE PHONETICblue ink bluwÙwInkStuart stuwÙwartno art nowÙwartNoel nowÙwel

How is it? hawÙwIzItflour flawÙw@rtower tawÙw@r

142

tour tuwÙwOr

92. Glottal stop linking--/?/

If two low tense vowels that do not end in a glide occur, a glottal stop may be inserted between them.

WORD or PHRASE PHONETICspa owners spa?own@rs

saw Al saw?nPa Adams pa?d@mz

93. Linking and /r/ insertion

If two low tense vowels that do not end in a glide or after /@/, some speaker add an intrusive /r/ sound.

WORD or PHRASE PHONETICspa owners sparown@rssaw Ann sawr{n

vanilla ice cream v@nIl@raiskriymmedia event miyd@r@vEnt

law enforcement lawrEnfOrsm@ntlawyer lawryer

143

94. Linking and Intervocalic Consonants

If a word or syllable ends in a single consonant and is followed by a word with a vowel, the consonant is produced as if it belonged to both words.

WORD or PHRASE PHONETICdog eat dog dOgÙiytdOg

black and grey bl{kÙ@ndgreyDean Avenue diynÙ{v@nuw

red apple redÙ{p@lgreat abs greyÙt{bzfake air feykÙeyr

95. Linking and Resyllabification

If a word ends in a consonant cluster and the next word begins with a vowel, the final cluster is sometimes pronounced as part of the following syllable.

WORD or PHRASE PHONETICright arm ray/t{rmwept over wEp/towv@rfind out fayn/dawt

pushed up pUS/t@plasting l{s/tIÎ

adaptable @d{p/t@b@lsprint over sprIn/tOv@r

96. Linking and Consonant Elongation

144

If two identical consonants are next to each other, the single consonant is elongated and not just produced twice.

WORD or PHRASE PHONETICstop pushing stap:USI Î

short time Sort:aymquick cure kwIk:y@r

classroom management kl{sruwm:{n@Dm@ntrob Bill rab:Ilbad dog b{d:Ogbig gap bIg:{p

less cereal lEs:@riy@l

97. Linking and Unreleased

If a stop consonant is followed by a stop or an affricate, the first stop is unreleased.

WORD or PHRASE PHONETICpet cat pet§k{t

black board bl{k §bOrdgood jury gUd§D@riysoap dish sowp§dISbig dipper bIg§dIp@rbig church bIg§ T@rT

piture pIt§tSUr

DELETION

In this form of adjustment in speech, sounds are omitted.

145

98. Deletion in Medial Position

If a word has /nt/ between two vowels or before syllabic /l/ ,it can be deleted.

If a word has /t/ or /d/ as the second members of a triple cluster, it can be deleted.

WORD or PHRASE PHONETICwinter wIn@r

Toronto t@ranowenter En@r

mantle m{n@lrestless rEsl@sexactly egs{liy

windmill wInmIlhands h{nz

99. Deletion in Final Position

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If a word ends with /t/ or /d/ in a cluster, and the following word begins in a consonant,/t/ or /d/ may be deleted.

WORD or PHRASE PHONETICeast side iysayd

blind man blaynm{nwild boar waylbOrtold Steve tOlstiyv

Exceptions:

1. If the second word begins with a /w/, /h/, /y/, or /r/ there is no deletion.

WORD or PHRASE PHONETICeast hill iysthIl

blind youth blayndyuwTwild ride wayldrayd

the west won D@wEstw@n

2. In some consonant cluster ending with /nt/ ,/lt/, /rt/, or /rd/ there is no deletion.

WORD or PHRASE PHONETICplant food pl{ntfuwd

felt pen fEltpEnbird feeder b@rdfiyd@rshortstop Sortstapfast food f{stfuwd

100.Deletion and Syncope

If a multisyllabic word has an unstressed medial vowel /@/ or /I/ following a stressed syllable, they can optionally drop out.

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WORD or PHRASE PHONETICchocolate tSa2wkl@t

every E2vriyhistory hI2striy

vegetable vE2gt@b@llaboratory la2br@tOriydifferent dI2frEntbeverage bE2vr@dZemerald E2mr@ld

101. Deletion of initial syllable

If a word begins with an unstressed vowel or syllable, it may be deleted in informal speech.. This is also called aphesis.

WORD or PHRASE PHONETICbecause k@zabout bawt

around rawndesquire skwayr

102. Deletion of noninitial /r/

If a word contains two /r/ sounds, the second /r/ is sometimes deleted.

WORD or PHRASE PHONETICFebruary fEbyuwEriygovernor g@vnOrsurprise s@prayz

temperature tEmp@tSUr

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103. Deletion of Final /v/

Before words with initial consonants, /v/ may be reduced to /@/.

WORD or PHRASE PHONETIClots of luck lats@l@k

waste of time weyst@taymhearts of palm harts@palmace of spades eys@speydz

104. Deletion of initial /h/

In connected speech, /h/ when in a pronominal form.

WORD or PHRASE PHONET ICask her {sk@rask him {skImhelp her hElp@rhelp him hElpImget her get@rget him gEtIm

105. Deletion and /D/

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In connected speech, /D/ may be deleted in pronominal forms.

WORD or PHRASE PHONETICask them {skEmtell them tElEmhelp them hElpEmget them gEtEm

Assimilation

If one sound causes changes in a neighboring sound, this is called assimilation. It can occur in words or between words.

106. Progressive Assimilation

If the first sound affects the following sound, this is known as progressive assimilation.

WORD or PHRASE PHONETIC1.guessed gEst

2.bags b{gZ3.backs b{ks4.moved mUvd5.fished fISt

6.it is it’s It Iz Its7.had to had a h{d tuw h{d@

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1. /d/ is devoiced to/ t/ by the / s/2. /s/ is voiced to /z/ by the /g/3. /s/ is devoiced to /s/ by the /k/4. /d/ is voiced to /d/ by the /v/5. /t/ is devoiced to /t/ by the /S/6. /s/ is voiced to /t/ by vowel /I/7. /d/ affects /t/

107. Regressive Assimilation

In regressive assimilation, the second sound influences the characteristics of the first sound.

WORD or PHRASE PHONETIC1. have to h{vtuw h{ft@2. has to h{z tuw h{st@3. used to yuwzdtuw yuwst@

4. impossible Impas@b@l5. horseshoe hOrSuw6. his shirt hISIrt

7. good boy gUbOy8. pet kitten pEkIt@N

9. He’s in pain hiyzImpeyn10. Be on guard biyaÎ@rd

11. give me a call gImiy@kOl

1. /t/ causes /v/ to devoice to /f/2. /t/ causes /z/ to devoice to /s/3. /t/ causes /d/ to devoice to /t/4. /p/ makes negation take /m/5. /s/ becomes /S/

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6. /z/ becomes /S/7. /d/ becomes /b/8. /t/ becomes /k/9. /n/ becomes /p/10. /n/ becomes /Î/

108. Palatalization Assimilation

In coalescent assimilation( or palatalization), two sounds come together to create a third sound.

WORD or PHRASE PHONETIC1. issue ISuw

2. pleasure [email protected] st{tSy@r

4. He lets you talk hiylEtSyuwtOk5. procedure prowsiydZy@r

6. She needs your advice SiyniydZy@r{dvays

EPENTHESIS

This adjustment involves insertion of a vowel or consonant into an existing word

109. Epenthesis

WORD or PHRASE PHONETIC1.places pleys@zbuzzes buz@z

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2.planted pl{nt@dhanded h{[email protected] prInts4.tense tEnts5.since sints

6.comfort compfort

1. schwa inserted2. schwa inserted3. /t/ inserted4. /t/ inserted5. /t/ inserted6. /p/ inserted

110. Dissimilation

Dissimilation occurs when two adjacent sounds become more different from one another.

WORD or PHRASE PHONETICfifths fIfTs fIftssixths sIksTs sIks

Fifth Steet fIfTstriyt fiStriyt

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Perfect Pronunciation Through Poetry

Steven Donahue

Teachers have all lamented the crazy arbitrariness of English spelling and pronunciation. In “My Fair Lady,” George Bernard Shaw pled for spelling reform with the word 'GHOTI" arguing GH as in "rough" + O as in "women" +TI as in "nation" = GHOTI = "fish." In the same vein, here are some poems which can be used in the language classroom to understand the spoken patterns of English.

The New Colossus

Not like the brazen giant of Greek fame,With conquering limbs astride from land to land;Here at our sea-washed, sunset gates shall stand

A mighty woman with a torch, whose flameIs the imprisoned lightning, and her nameMother of Exiles. From her beacon-hand

Glows world-wide welcome; her mild eyes commandThe air-bridged harbor, that twin cities frame.

"Keep, ancient lands, your storied pomp!" cries sheWith silent lips. "Give me your tired, your poor,Your huddled masses yearning to breathe free,

The wretched refuse of your teeming shore.Send these, the homeless, tempest-post to me,

I lift my lamp beside the golden door!"

Emma Lazarus, New York City, 1883Cough and Dough

I take it you already knowOf tough and bough and cough and dough.Others may stumble but not you,On hiccough, through, lough and through.Well done! And now you wish, perhaps,To learn of less familiar traps.

Beware of heard, a dreadful wordThat looks like beard and sounds like bird,And dead--it's said like bed, not bead.For goodness's sake, don't call it deed!

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Watch out for meat and great and threat:They rhyme with suite and straight and debt.

A moth is not a moth in mother,Nor both in bother, broth in brother,And here is not a match for there,Nor dear and fear for bear and pear,And then there's dose and rose and lose--Just look them up--and goose and choose,And cork and work and card and ward,And font and front and word and sword,And do and go and thwart and cart.Come, come, I've hardly made a start.

A dreadful language? Man alive,I'd mastered it when I was five.

THE CHAOS

Dearest creature in creation,Study English pronunciation.I will teach you in my verseSounds like corpse, corps, horse, and worse.I will keep you, Suzy, busy,Make your head with heat grow dizzy.Tear in eye, your dress will tear.So shall I! Oh hear my prayer.Pray console your loving poet,Make my coat look new, dear sew it.

Just compare heart, beard, and heard,Dies and diet, lord and word,Sword and sward, retain and Britain.(Mind the latter, how it's written.)Now I surely will not plague youWith such words as plaque and ague.But be careful how you speak:Say break and steak, but bleak and streak;

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Cloven, oven, how and low,Script, receipt, show, poem, and toe.

Hear me say, devoid of trickery,Daughter, laughter, and Terpsichore,Typhoid, measles, topsails, aisles,Exiles, similes, and reviles;Scholar, vicar, and cigar,Solar, mica, war and far;One, anemone, Balmoral,Kitchen, lichen, laundry, laurel;Gertrude, German, wind and mind,Scene, Melpomene, mankind.

Billet does not rhyme with ballet,Bouquet, wallet, mallet, chalet.Blood and flood are not like food,Nor is mould like should and would.Viscous, viscount, load and broad,Toward, to forward, to reward.And your pronunciation's OKWhen you correctly say croquet,Rounded, wounded, grieve and sieve,Friend and fiend, alive and live.

Ivy, privy, famous; clamourAnd enamour rhyme with hammer.River, rival, tomb, bomb, comb,Doll and roll and some and home.Stranger does not rhyme with anger,Neither does devour with clangour.Souls but foul, haunt but aunt,Font, front, wont, want, grand, and grant,Shoes, goes, does. Now first say finger,And then singer, ginger, linger,Real, zeal, mauve, gauze, gouge and gauge,Marriage, foliage, mirage, and age.

Query does not rhyme with very,Nor does fury sound like bury.Dost, lost, post and doth, cloth, loth.Job, nob, bosom, transom, oath.Though the differences seem little,We say actual but victual.Refer does not rhyme with deafer.Feoffer does, and zephyr, heifer.

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Mint, pint, senate and sedate;Dull, bull, and George ate late.Scenic, Arabic, Pacific,Science, conscience, scientific.

Liberty, library, heave and heaven,Rachel, ache, moustache, eleven.We say hallowed, but allowed,People, leopard, towed, but vowed.Mark the differences, moreover,Between mover, cover, clover;Leeches, breeches, wise, precise,Chalice, but police and lice;Camel, constable, unstable,Principle, disciple, label.

Petal, panel, and canal,Wait, surprise, plait, promise, pal.Worm and storm, chaise, chaos, chair,Senator, spectator, mayor.Tour, but our and succour, four.Gas, alas, and Arkansas.Sea, idea, Korea, area,Psalm, Maria, but malaria.Youth, south, southern, cleanse and clean.Doctrine, turpentine, marine.

Compare alien with Italian,Dandelion and battalion.Sally with ally, yea, ye,Eye, I, ay, aye, whey, and key.Say aver, but ever, fever,Neither, leisure, skein, deceiver.Heron, granary, canary.Crevice and device and aerie.

Face, but preface, not efface.Phlegm, phlegmatic, ass, glass, bass.Large, but target, gin, give, verging,Ought, out, joust and scour, scourging.Ear, but earn and wear and tearDo not rhyme with here but ere.Seven is right, but so is even,Hyphen, roughen, nephew Stephen,Monkey, donkey, Turk and jerk,Ask, grasp, wasp, and cork and work.

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Pronunciation -- think of Psyche!Is a paling stout and spikey?Won't it make you lose your wits,Writing groats and saying grits?It's a dark abyss or tunnel:Strewn with stones, stowed, solace, gunwale,Islington and Isle of Wight,Housewife, verdict and indict.

Finally, which rhymes with enough --Though, through, plough, or dough, or cough?Hiccough has the sound of cup.My advice is to give up!!!

OUGH

I'm taught p-l-o-u-g-hShall be pronounced "Plow."

"Zat's easy when you know," I say,"Mon Anglais I'll get through."

My teacher say zat in zat caseO-u-g-h is "oo."

And zen I laugh and say to him"Zees Anglais make me cough."

He say, "Not coo, but in zat wordO-u-g-h is òff.'"

O sacre bleu! Such varied soundOf words make me hiccough.

He says, "Again my friend is wrong;O-u-g-h is ùff.'"

I say, "I try to spik your words,I can't pronounce them, though."

"In time you'll learn, but now you're wrong;O-u-g-h is òwe'!"

"I'll try no more, I shall go mad,I'll drown me in ze lough."

Teaching Pronunciation with Mother Goose Rhymes

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By Steven Donahue

Story and verse are a primary way that English children absorb the linguistic lessons of their first language. Embedded in the seemingly simple rhymes are complex language patterns about intonation, rhythm, stress, and individual vowels and consonants. In this paper, the various ways that Mother Goose Rhymes can be used in the English as a Second Language (ESL) classroom are explored. By pointing out these linguistic phenomena to ESL learners, they will be better able to sort out the seeming inconsistencies of what they are hearing in the real English speaking world.

Practice of P, T, K

[rule: difference between voiced and voiceless stops and aspiration of initial voiceless stops]

Pat-a-cake, pat-a-cake, baker’s man!So I will, master, as fast as I can;Pat it, and prick it, and mark it with T,Put it in the oven for Tommy and me.

With Pat-a-Cake, the student is told to focus on pronouncing the voiceless stop series :P, T, K. The student is shown how P is pronounced fully in the front of the mouth withboth lips ; T is pronounced with the tip of the tongue touching just behind the front teeth;and K is pronounced with the back of the tongue touching the roof of the mouth. For most students it is not necessary to invoke the precise terminology such as bilabial,alveolar, or velar. The student is told to focus on the voiceless pattern of the sounds P, T, K as compared to their twin voiced sounds B, D, G.

A second pattern that can be demonstrated with this rhyme is the aspirationthat occurs after the voiced stops P, T, K. Students can hold a piece of paper close to theirlips while reciting the poem and watch the paper move from the aspirated air.

Linking [ rule: If a word or syllable ends in a single consonant and is followed by a word with a vowel, the consonant is produced as if it belonged to both words]

Jack be nimble,

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And Jack be quick;And Jack jump overThe candlestick.

Linking is a linguistic phenomena where the end of one word starts the beginning of asecond word. In this Mother Goose Rhyme, “jump over” actually sounds like “JUM”and “POVER”. This is no small issue for second language learners who may run to the dictionary trying to look up a non-existent “Pover”. Here, the linking rule is goneover so that the student understands that it occurs with words that end in other consonants. Examples include “gone over” GO NOVER; “stop it” STO PIT, and“bug off” BU GOFF.

Tapped T

[ rule: when double “t” comes in the middle of a word, it sounds somewhat like a quicklytapped “d”]

[rule: if a word has /t/ or /d/ as a second member of a triple cluster, it can be deleted]

Come, butter, comeCome, butter, come!

Peter stands at the gate,Waiting for a buttered cake;

Come, butter, come.

The accent of many foreigners is partly exhibited by the hypercorrect pronunciation ofcertain words. Here the word “butter” sounds like “budder” and the word “waiting” sounds like “wading”. Few native speakers would pronounce the “t” sound in the middle of this word. At times it is revelatory for the ESL student to realize that they are correctly hearing the “d” sound and not the spelling convention “t”.

A second pronunciation point in this short poem is the line “Peter stands at the gate”. Here, native speakers will delete the “d” sound so that it sounds like “Stan’s”. This isis a common adjustment that native speakers use to more easily handle challengingconsonant clusters such as “n-d-s”. Other common examples of this occur with thewords “winter” as “winner” , “printer” as “prinner” and “ Atlanta” as “Adlana”.

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TH [ T] and TH [ D]

[ rule: differentiate between voiced and voiceless TH][ rule: function words are unstressed, unless at the end of a sentence]

One misty, moisty morning,When cloudy was the weather,

There I met an old manClothed all in leather;

Clothed all in leather,With cap under his chin—

How do you do, and how do you do,And how do you do again?

Have students count the voiced and voiceless occurrences of TH. There are sixvoiced TH sounds and one voiceless TH sound.

A second point in this short rhyme is the difference between the two “do’s” in “how do you do” . The stress falls on the second “do” not the first. Have studentsrecite the rhyme reversing the stress to see if it sounds funny to them. Point outthat the vowel in the first “do” is reduced to schwa @ sounds like “duh”. Herethe first “do” is an unstressed auxiliary while the second “do” is stressed because it falls at the end of a sentence. This is a basic rule in English: Content Words that have a meaning in and of themselves are stressed (dog, run, December) ; Function Words with mostly grammatical meanings are unstressed (for, a, who).

Double Consonants

[ rule: If two identical consonants are next to each other, the single consonant is elongated and not just produced twice]

Star bright, starlight,First star I’ve seen tonight.Wish I may, wish I might,

Have the wish I wish tonight.

The mainpoint about this wonderful rhyme is that “first star” is not produced as two

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separate sounds “first” and then “star” . The sounds run together as “firsstar”. The consonant is almost imperceptibly lengthened. This happens frequently in English when the final consonant is the same as the beginning consonant of the next word. For example: “bad dog” is “baddog” or “ less serious” is “lesserious”.

Intonation in a Series

[rule: the first two items of a series rise and the last falls][rule: Wh-questions fall ; Yes-No questions rise at the end]

Bow, wow, wow!Whose dog art thou?

Little Tom Tinker’s dog.Bow, wow, wow!

This rhyme exhibits two patterns. First, the fun-to-say series “bow, wow, wow” hasa rise on the first two items and a fall on the last “wow”. Second, the question, “ Whosedog art thou? follows the falling pattern of Wh-questions. Only Yes-No questions riseat the end. So the falling pattern of the final “wow” parallels the falling pattern after “thou.”

Intonation

Hush-a-bye, baby, on the treetop,When the wind blows, the cradle will rock;When the bough bends, the cradle will fall.

Down will come baby, bough, cradle, and all.

ESL classes are sometimes pleasantly startled to hear this rhyme sung, as if to a baby. It’s important to really get into it and demonstrate the uninhibited sound patterns. The lengthening on “baby” , “blows” “bends” contrasts nicely with the relative shortnessof “treetop”, “rock”, and “fall”. The intonation falls at the end of the sentences which fits with the meaning of the words. In the final line “baby” is again long while “bough,cradle, and all” is crushed together and reduced to “bowcrdlnall” so that it is virtuallythe same length as the endings of the previous three stanzas.----------------------------------------------------------------------------------------------------------

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