A consonant digraph is a combination of two consonant letters that form a single consonant sound. The common English consonant digraphs are CH, DG, DJ, GH, NG, PH, SH, SS, TH, and WH. Each digraph can represent different speech sounds depending on factors like the surrounding letters and position in a word. For example, CH can represent /ʧ/, /k/, or /ʃ/; GH can represent /g/, /f/, or be silent; NG usually represents /ŋ/ but can also represent /ng/ or /nʤ/ between syllables. Understanding the various sounds each digraph can make is important for reading and spelling English words correctly.
The document discusses consonant digraphs, specifically the digraphs "CH" and "GH". It explains that a consonant digraph combines two consonant letters to make a single consonant sound. Regarding "CH", it produces the sounds /ʧ/, /k/, and /ʃ/ in different words, and provides many examples. The digraph "GH" can represent /g/, /f/ or be silent, with rules governing its pronunciation depending on its position in a word. Specific common words demonstrating each sound or silence are outlined.
Consonants positional variation, processes & strategiesJacqueline Trademan
This document discusses how consonant sounds vary based on their positional context and the surrounding sounds. It provides examples of phonemes and allophones, and how consonants are influenced by their position in words. Key points include: voiceless stops are aspirated initially but not medially; word-final stops are often unreleased; nasals and liquids can function as syllabic consonants; /l/ has light and dark allophones depending on position; consonant clusters are common initially and finally in English words but have restrictions on combinations; and clusters undergo processes like devoicing, affrication, reduction, and resyllabification.
Ipa transcription practice 5th lectureFaiza Sandhu
This document provides information on phonetic transcription and IPA symbols. It includes charts of English vowels and consonants and their typical phonetic transcriptions. It then discusses exercises to practice distinguishing vowel and consonant sounds, including lessons on vowel digraphs and diphthongs, as well as rules for transcribing suffixes like -ed and -s. The document also covers diacritic marks used to indicate modifications in consonant articulation, such as dentalization, palatalization, and velarization.
This document provides information about English vowels, including their articulation points, most common spellings, and examples of words containing each vowel sound. It discusses 12 monophthongs (/i/, /I/, /e/, /æ/, /a:/, /ɒ/, /ɔ:/, /ʊ/, /u:/, /ʌ/, /ɜ:/, /ə/) and 8 diphthongs (/ei/, /əu/, /ai/, /au/, /ɔɪ/, /iə/, /ɛə/, /uə/). For each vowel or diphthong, it lists properties, spellings, practice words, and notes any similarities
This document contains information about phonemes in English and the International Phonetic Alphabet (IPA). It discusses vowels including monophthongs, diphthongs, and triphthongs. It also discusses consonants and how vowels and consonants can be analyzed based on tongue position, lip shape, and airflow. Cardinal vowels are introduced as reference points for describing vowel sounds.
The document discusses phonemes, which are the smallest units of sound in a language that distinguish one word from another. It provides details on phonetics, the scientific study of speech sounds, and phonology, the study of a language's phonemes. The International Phonetic Alphabet (IPA) contains symbols that represent the sounds of English. There are consonants, which involve closure or obstruction of airflow, and vowels, which use an open vocal tract. The document examines English consonant and vowel phonemes in detail.
This document summarizes the distinctive features of the consonant sounds /ʃ/, /dʒ/, and /tʃ/. It provides information on whether each sound is voiced or voiceless, and describes common consonant clusters they can appear in at the beginning or end of syllables. For example, it states that /ʃ/ is a voiceless alveo-palatal fricative which can be found at the end of syllables in clusters like /lʃ/ and /ʃt/. It also provides clusters for /tʃ/ like /rtʃ/ and /ntʃ/ and for /dʒ/ including /ndʒ/ and /rdʒ
The document discusses key concepts in phonetics and phonology. It begins by explaining that English spelling does not always match sounds. It then defines phonetics as the study of speech sounds and their characteristics. The basic unit in phonetics is the phone, while the basic unit in phonology is the phoneme. It describes the International Phonetic Alphabet and how it is used to accurately transcribe sounds. The document also discusses phonetic concepts like manner and place of articulation, as well as the differences between vowels and consonants.
The document discusses consonant digraphs, specifically the digraphs "CH" and "GH". It explains that a consonant digraph combines two consonant letters to make a single consonant sound. Regarding "CH", it produces the sounds /ʧ/, /k/, and /ʃ/ in different words, and provides many examples. The digraph "GH" can represent /g/, /f/ or be silent, with rules governing its pronunciation depending on its position in a word. Specific common words demonstrating each sound or silence are outlined.
Consonants positional variation, processes & strategiesJacqueline Trademan
This document discusses how consonant sounds vary based on their positional context and the surrounding sounds. It provides examples of phonemes and allophones, and how consonants are influenced by their position in words. Key points include: voiceless stops are aspirated initially but not medially; word-final stops are often unreleased; nasals and liquids can function as syllabic consonants; /l/ has light and dark allophones depending on position; consonant clusters are common initially and finally in English words but have restrictions on combinations; and clusters undergo processes like devoicing, affrication, reduction, and resyllabification.
Ipa transcription practice 5th lectureFaiza Sandhu
This document provides information on phonetic transcription and IPA symbols. It includes charts of English vowels and consonants and their typical phonetic transcriptions. It then discusses exercises to practice distinguishing vowel and consonant sounds, including lessons on vowel digraphs and diphthongs, as well as rules for transcribing suffixes like -ed and -s. The document also covers diacritic marks used to indicate modifications in consonant articulation, such as dentalization, palatalization, and velarization.
This document provides information about English vowels, including their articulation points, most common spellings, and examples of words containing each vowel sound. It discusses 12 monophthongs (/i/, /I/, /e/, /æ/, /a:/, /ɒ/, /ɔ:/, /ʊ/, /u:/, /ʌ/, /ɜ:/, /ə/) and 8 diphthongs (/ei/, /əu/, /ai/, /au/, /ɔɪ/, /iə/, /ɛə/, /uə/). For each vowel or diphthong, it lists properties, spellings, practice words, and notes any similarities
This document contains information about phonemes in English and the International Phonetic Alphabet (IPA). It discusses vowels including monophthongs, diphthongs, and triphthongs. It also discusses consonants and how vowels and consonants can be analyzed based on tongue position, lip shape, and airflow. Cardinal vowels are introduced as reference points for describing vowel sounds.
The document discusses phonemes, which are the smallest units of sound in a language that distinguish one word from another. It provides details on phonetics, the scientific study of speech sounds, and phonology, the study of a language's phonemes. The International Phonetic Alphabet (IPA) contains symbols that represent the sounds of English. There are consonants, which involve closure or obstruction of airflow, and vowels, which use an open vocal tract. The document examines English consonant and vowel phonemes in detail.
This document summarizes the distinctive features of the consonant sounds /ʃ/, /dʒ/, and /tʃ/. It provides information on whether each sound is voiced or voiceless, and describes common consonant clusters they can appear in at the beginning or end of syllables. For example, it states that /ʃ/ is a voiceless alveo-palatal fricative which can be found at the end of syllables in clusters like /lʃ/ and /ʃt/. It also provides clusters for /tʃ/ like /rtʃ/ and /ntʃ/ and for /dʒ/ including /ndʒ/ and /rdʒ
The document discusses key concepts in phonetics and phonology. It begins by explaining that English spelling does not always match sounds. It then defines phonetics as the study of speech sounds and their characteristics. The basic unit in phonetics is the phone, while the basic unit in phonology is the phoneme. It describes the International Phonetic Alphabet and how it is used to accurately transcribe sounds. The document also discusses phonetic concepts like manner and place of articulation, as well as the differences between vowels and consonants.
A diphthong is a single-syllable vowel sound that glides from one vowel sound to another. There are eight common diphthongs in American English that are represented by specific letter combinations and vowel sounds. Diphthongs combine two vowel sounds within one syllable to create a gliding effect between the sounds.
This document discusses the consonant sounds of English. It describes 5 categories of consonants: friction consonants like f and v; stop consonants like p and b; nasal consonants like m, n, and ng; lateral consonants like l; and gliding consonants like w, y, and r. For each category, it provides details on place and manner of articulation, voiced and voiceless pairs, distribution patterns, and examples to illustrate key points. The goal is to explain the production of all the consonant phonemes in English.
The document discusses weak and strong syllables in English. It defines weak and strong syllables and provides examples of different types of weak syllables based on their vowel sounds or syllabic consonants. It also discusses how weak syllables are pronounced compared to strong syllables and their role in keeping the stress-timed rhythm of English speech.
The document discusses phonemes and allophones in the English language. Phonemes are the smallest units of sound that distinguish meaning, while allophones are variations in pronunciation that do not change the meaning. It provides examples of different types of phonemes categorized by manner of articulation (stops, fricatives, nasals, etc.), voicing, and place of articulation (bilabial, alveolar, palatal, etc.). Key terms explained include voiced/voiceless sounds, nasal vs oral articulation, and place vs manner of articulation. Examples are given to illustrate different phonemes.
The document discusses weak and strong syllables in English. It defines weak syllables as those with reduced vowels, often schwa, and lists common spelling patterns that indicate weak vowels. Strong syllables are stressed and have clearer vowel sounds. The relationship between syllable stress and word forms (strong vs. weak) is also explained, with examples of how stress affects pronunciation and meaning.
This document discusses the pronunciation of regular verb endings with -ed. It states that -ed is pronounced as /t/ after voiceless sounds like /k/, /p/, /s/; as /d/ after voiced sounds like /l/, /n/, /v/, /b/ and vowel sounds; and as /əd/ after /t/ and /d/ sounds, adding a syllable. It provides pronunciation examples in phonetic transcription for words like "talked", "called", and "waited" to illustrate the rules.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending English speech due to the influence on rhythm. Teaching weak forms can help improve foreign students' pronunciation and listening skills.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
This document discusses English diphthongs and their pronunciation. It covers the main diphthongs in English like /ei/, /ou/, /ai/, /aʊ/, /əʊ/, /ɪə/, /εə//eə/, /oə/, and /ʊə/. For each diphthong, it provides the pronunciation, spelling patterns, and examples of words containing that diphthong sound. It also briefly mentions triphthongs occurring in English like /aiə/, /eiə/, /auə/, /əuə/, and /oiə/ with examples words containing those sounds.
This document provides an overview of phonetics and phonology in the English language. It begins by defining phonetics and phonology, and discussing segmental and suprasegmental features. It then provides charts of the consonant and vowel phonemes in English, including their place and manner of articulation. The document discusses allophones, assimilation, and other connected speech processes. It also addresses syllables, stress, intonation, and other suprasegmental features of English pronunciation. In summary, the document is a reference on the sound system of English, covering its individual speech sounds and rules of pronunciation.
This document discusses vowel combinations, digraphs, and trigraphs in the English language. It provides examples of common vowel combinations like "ea", "igh", and "ay" that represent single sounds. Digraphs are defined as combinations of two vowels that make a single sound, such as "ai" and "oo". There are eight primary diphthongs in English. Trigraphs are combinations of three vowels in a single syllable, such as "eai" and "iou", that represent blended sounds called triphthongs. The document provides examples of common digraphs, diphthongs, and trigraphs to illustrate these concepts.
The document discusses allophonic variation and provides examples of allophones. It explains that allophones are different pronunciations of the same phoneme that are conditioned by their phonetic environment. There are two types of allophonic variation: free variation, where allophones can be substituted freely, and complementary distribution, where they cannot replace each other. It also discusses processes like devoicing, fronting, and retraction that affect allophones. The document then covers phonemic transcription versus phonetic transcription and a broad phonetic transcription. It includes sections on morphophonology and how morphemes are realized differently based on phonetic rules.
This document provides instruction on pronouncing several consonant sounds in English: /ʃ/, /ʧ/, /Ʒ/, and /dƷ/. It explains the tongue position and air flow for each sound. Examples of words containing each sound are given. Listeners are asked to practice distinguishing between the similar sounds in sentences and words like "wash" vs "watch", "measure" vs "treasure", and "ledger" vs "leisure". Exercises are included to have readers identify the sounds and practice pronunciation.
This document provides information about connected speech in English. It explains that in fluent speech, words blend together rather than being pronounced separately. Features of connected speech include linking sounds between words, certain sounds disappearing, sounds joining or changing when two words with the same initial or final consonant sounds are said together. Examples are given like "she sells sea shells" to illustrate linking between words, and how sounds like /t/ and /d/ may disappear in the middle of sentences.
This document provides an overview of phonetics and phonology concepts across 11 chapters. It begins with definitions of phonetics and phonology, noting that phonetics studies how sounds are produced and phonology studies sound patterns. It then covers topics like the production of vowels and consonants in English, including places and manners of articulation. It also discusses phonetic transcription and describes various English consonants like plosives, fricatives, affricates, nasals and laterals. The document aims to teach readers about the core components of phonetics and phonology through detailed explanations and examples.
This document provides an overview of phonetic concepts including vowels, consonants, diphthongs, word stress, and the International Phonetic Alphabet (IPA). It explains how to pronounce different sounds and includes practice exercises identifying vowels, consonants, stressed syllables, and words pronounced differently. Videos are included to demonstrate pronunciation of specific sounds like /b/ vs /p/ and /θ/ vs /ð/. The purpose is to teach pronunciation and phonetic transcription using IPA symbols.
C is a general-purpose programming language originally developed in the 1970s to write operating systems. It has since become widely used for various applications. Key features of C include being small, structured, producing efficient programs that can run on many computer platforms. The document then provides an example "Hello World" C program and discusses some basics of C syntax and comments.
A compound word combines two words into one new word with its own meaning. It can be written as one or two words, with stress on the first. A two-part verb consists of a verb and preposition, with stress on the preposition. Compound nouns stress the first noun. Compound adjectives and verbs stress the second part. When two adjectives precede a noun, the noun receives most stress. Phrasal verbs stress the preposition, while phrasal nouns stress the first noun. The document provides examples of compound words, two-part verbs, compound nouns, adjectives, verbs, phrasal verbs and nouns with their stress patterns.
A diphthong is a single-syllable vowel sound that glides from one vowel sound to another. There are eight common diphthongs in American English that are represented by specific letter combinations and vowel sounds. Diphthongs combine two vowel sounds within one syllable to create a gliding effect between the sounds.
This document discusses the consonant sounds of English. It describes 5 categories of consonants: friction consonants like f and v; stop consonants like p and b; nasal consonants like m, n, and ng; lateral consonants like l; and gliding consonants like w, y, and r. For each category, it provides details on place and manner of articulation, voiced and voiceless pairs, distribution patterns, and examples to illustrate key points. The goal is to explain the production of all the consonant phonemes in English.
The document discusses weak and strong syllables in English. It defines weak and strong syllables and provides examples of different types of weak syllables based on their vowel sounds or syllabic consonants. It also discusses how weak syllables are pronounced compared to strong syllables and their role in keeping the stress-timed rhythm of English speech.
The document discusses phonemes and allophones in the English language. Phonemes are the smallest units of sound that distinguish meaning, while allophones are variations in pronunciation that do not change the meaning. It provides examples of different types of phonemes categorized by manner of articulation (stops, fricatives, nasals, etc.), voicing, and place of articulation (bilabial, alveolar, palatal, etc.). Key terms explained include voiced/voiceless sounds, nasal vs oral articulation, and place vs manner of articulation. Examples are given to illustrate different phonemes.
The document discusses weak and strong syllables in English. It defines weak syllables as those with reduced vowels, often schwa, and lists common spelling patterns that indicate weak vowels. Strong syllables are stressed and have clearer vowel sounds. The relationship between syllable stress and word forms (strong vs. weak) is also explained, with examples of how stress affects pronunciation and meaning.
This document discusses the pronunciation of regular verb endings with -ed. It states that -ed is pronounced as /t/ after voiceless sounds like /k/, /p/, /s/; as /d/ after voiced sounds like /l/, /n/, /v/, /b/ and vowel sounds; and as /əd/ after /t/ and /d/ sounds, adding a syllable. It provides pronunciation examples in phonetic transcription for words like "talked", "called", and "waited" to illustrate the rules.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending English speech due to the influence on rhythm. Teaching weak forms can help improve foreign students' pronunciation and listening skills.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
This document discusses English diphthongs and their pronunciation. It covers the main diphthongs in English like /ei/, /ou/, /ai/, /aʊ/, /əʊ/, /ɪə/, /εə//eə/, /oə/, and /ʊə/. For each diphthong, it provides the pronunciation, spelling patterns, and examples of words containing that diphthong sound. It also briefly mentions triphthongs occurring in English like /aiə/, /eiə/, /auə/, /əuə/, and /oiə/ with examples words containing those sounds.
This document provides an overview of phonetics and phonology in the English language. It begins by defining phonetics and phonology, and discussing segmental and suprasegmental features. It then provides charts of the consonant and vowel phonemes in English, including their place and manner of articulation. The document discusses allophones, assimilation, and other connected speech processes. It also addresses syllables, stress, intonation, and other suprasegmental features of English pronunciation. In summary, the document is a reference on the sound system of English, covering its individual speech sounds and rules of pronunciation.
This document discusses vowel combinations, digraphs, and trigraphs in the English language. It provides examples of common vowel combinations like "ea", "igh", and "ay" that represent single sounds. Digraphs are defined as combinations of two vowels that make a single sound, such as "ai" and "oo". There are eight primary diphthongs in English. Trigraphs are combinations of three vowels in a single syllable, such as "eai" and "iou", that represent blended sounds called triphthongs. The document provides examples of common digraphs, diphthongs, and trigraphs to illustrate these concepts.
The document discusses allophonic variation and provides examples of allophones. It explains that allophones are different pronunciations of the same phoneme that are conditioned by their phonetic environment. There are two types of allophonic variation: free variation, where allophones can be substituted freely, and complementary distribution, where they cannot replace each other. It also discusses processes like devoicing, fronting, and retraction that affect allophones. The document then covers phonemic transcription versus phonetic transcription and a broad phonetic transcription. It includes sections on morphophonology and how morphemes are realized differently based on phonetic rules.
This document provides instruction on pronouncing several consonant sounds in English: /ʃ/, /ʧ/, /Ʒ/, and /dƷ/. It explains the tongue position and air flow for each sound. Examples of words containing each sound are given. Listeners are asked to practice distinguishing between the similar sounds in sentences and words like "wash" vs "watch", "measure" vs "treasure", and "ledger" vs "leisure". Exercises are included to have readers identify the sounds and practice pronunciation.
This document provides information about connected speech in English. It explains that in fluent speech, words blend together rather than being pronounced separately. Features of connected speech include linking sounds between words, certain sounds disappearing, sounds joining or changing when two words with the same initial or final consonant sounds are said together. Examples are given like "she sells sea shells" to illustrate linking between words, and how sounds like /t/ and /d/ may disappear in the middle of sentences.
This document provides an overview of phonetics and phonology concepts across 11 chapters. It begins with definitions of phonetics and phonology, noting that phonetics studies how sounds are produced and phonology studies sound patterns. It then covers topics like the production of vowels and consonants in English, including places and manners of articulation. It also discusses phonetic transcription and describes various English consonants like plosives, fricatives, affricates, nasals and laterals. The document aims to teach readers about the core components of phonetics and phonology through detailed explanations and examples.
This document provides an overview of phonetic concepts including vowels, consonants, diphthongs, word stress, and the International Phonetic Alphabet (IPA). It explains how to pronounce different sounds and includes practice exercises identifying vowels, consonants, stressed syllables, and words pronounced differently. Videos are included to demonstrate pronunciation of specific sounds like /b/ vs /p/ and /θ/ vs /ð/. The purpose is to teach pronunciation and phonetic transcription using IPA symbols.
C is a general-purpose programming language originally developed in the 1970s to write operating systems. It has since become widely used for various applications. Key features of C include being small, structured, producing efficient programs that can run on many computer platforms. The document then provides an example "Hello World" C program and discusses some basics of C syntax and comments.
A compound word combines two words into one new word with its own meaning. It can be written as one or two words, with stress on the first. A two-part verb consists of a verb and preposition, with stress on the preposition. Compound nouns stress the first noun. Compound adjectives and verbs stress the second part. When two adjectives precede a noun, the noun receives most stress. Phrasal verbs stress the preposition, while phrasal nouns stress the first noun. The document provides examples of compound words, two-part verbs, compound nouns, adjectives, verbs, phrasal verbs and nouns with their stress patterns.
This document lists the 26 letters of the English alphabet along with their names, phonetic pronunciations, and example words to demonstrate pronunciation. For each letter, it provides the letter name, phonetic pronunciation when saying the name alone, and a short example word to illustrate pronunciation in context.
This document provides information about consonant clusters, also called consonant blends. It defines consonant blends as groups of two or more consonants together without a vowel between them, where each consonant sound can still be heard distinctly. It lists many common beginning and ending consonant blends in English words. It also distinguishes between consonant blends, where each consonant sound is pronounced, and consonant digraphs and trigraphs, where letter combinations represent a single new sound.
A compound word combines two words into one new word with its own meaning. It can be written as one or two words, with stress on the first. A two-part verb consists of a verb and preposition, with stress on the preposition. Compound nouns stress the first noun. Compound adjectives and verbs stress the second part. When two adjectives precede a noun, the noun receives most stress. Phrasal verbs stress the preposition, while phrasal nouns stress the first noun. The document provides examples of compound words, two-part verbs, compound nouns, adjectives, verbs, phrasal verbs and nouns with their stress patterns.
This document lists the 26 letters of the English alphabet along with their names, phonetic pronunciations, and example words to demonstrate pronunciation. For each letter, it provides the letter name, phonetic pronunciation when saying the name alone, and a short example word to illustrate pronunciation in context.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. Consonant Digraphs
What is a consonant digraph?
A consonant digraph is a combination of two consonant letters that form a single consonant
speech sound (technically known as a consonant phoneme). Sometimes the combination results
in one letter becoming silent, but many times the pairing produces a unique sound that neither
letter would form on its own.
The Digraphs: CH, DG, DJ, GH, NG, PH, SH, SS, TH, and WH.
CH
The digraph CH forms three distinct phonemes or sound: /ʧ/, /k/, and /ʃ/. There are few reliable
spelling patterns that indicate when CH will form one sound over another.
Producing the sound /ʧ/
The most common sound made by CH is /ʧ/, This is why the symbol for /ʧ/ is a combination of /t/ and
/ʃ/. CH often comes after T when it makes this sound (forming a trigraph), but it can also do so on its
own.
CH word/ IPA CH word/ IPA CH word/ IPA CH word/ IPA
achieve (/əˈʧiv/) charge (/ʧɑrʤ/) ditch (/dɪʧ/) match (/mæʧ/)
arch (/ɑrʧ/) child (/ʧaɪld/) purchase (/ˈpɜrʧəs/) much (/mʌʧ/)
batch (/bæʧ/) church (/ʧɜrʧ/) reach (/riʧ/) which (/wɪʧ/)
beach (/biʧ/) teacher (/ˈtiʧər/)
Producing the sound /k/
Less often, CH produces the same sound as a K or hard C, transcribed in IPA as /k/. This sound
almost always occurs when CH appears at the beginning or in the middle of a word.
CH at Beginning
Position
CH at
Beginning
Position
CH at Beginning
Position
CH at Beginning Position
chemistry(/ˈkɛmɪstri/) Christmas
(/ˈkrɪsməs/
chord(/kɔrd/) chorus(/ˈkɔrəs/)
choir(/ˈkwaɪər/)
CH at Mid Position CH at Mid
Position
CH at Mid Position CH at Mid Position
anchor(/ˈæŋkər/) psyche(/ˈsaɪki/) archive(/ˈɑrˌkaɪv/) psychology(/saɪˈkɑləʤi/)
2. schedule(/ˈskɛʤʊl/)* synchronize(/ˈsɪŋkrəˌnaɪz/) technology(/tɛkˈnɑləʤi/)
Producing the sound /ʃ/
Even less commonly, CH can be pronounced /ʃ/ (like the digraph SH), usually (but not always) when
it appears between two vowels.
CH between two
vowels
CH between two
vowels
CH between two
vowels
CH between two vowels
brochure (/broʊˈʃʊr/) mustache (/ˈmʌˌstæʃ/) chef (/ʃɛf/) parachute (/ˈpɛrəˌʃut/)
machine (/məˈʃin/)
Producing the sound / ʤ /
DG and DJ: The digraphs DG and DJ both create the same consonant sound produced by the letter J,
represented in IPA by the symbol /ʤ/. DG is often followed by the letter E (which is made silent),
while DJ is almost always preceded by the letter A. Neither digraph can appear at the very
beginning* or very end of a word; they must always follow and be followed by at least one other
letter.
DG words DG words DJ words DJ words
abridged(/əˈbrɪʤd/) fledgling(/ˈflɛʤlɪŋ/) adjacent(/əˈʤeɪsənt/) adjunct(/ˈæˌʤʌŋkt/)
badge(/bæʤ/) lodging (/ˈlɑʤɪŋ/) adjective(/ˈæʤɪktɪv/) adjust (/əˈʤʌst/)
judge(/ʤʌʤ/) adjourn(/əˈʤɜrn/)
3. GH
The digraph GH can form two sounds—/g/ and /f/—and can also be silent.
GH Producing the sound /g/
GH only makes the hard /g/ sound when it is at the beginning of a syllable (and usually the beginning of a
word).
GH Word at beg GH Word at beg GH Word at beg GH Word at beg
aghast (/əˈgæst/) ghoul (/gul/) ghetto (/ˈgɛtoʊ/) spaghetti (/spəˈgɛti/)
gherkin (/ˈgɜrkɪn/) ghost (/goʊst/)
Producing the sound /f/
The /f/ phoneme is also not common for this digraph. When GH follows vowels within the same syllable, it
can either be silent or produce the /f/ sound—the spelling alone will not dictate which pronunciation it yields,
making it a particularly difficult digraph to learn.
When GH is pronounced this way, it almost always comes after the vowels OU. GH can also produce the /f/
sound after the vowel digraph AU, but this only occurs in the word laugh (/læf/), as well as any derivative
words like laughter or laughing.
GH Word after vowel GH Word after vowel GH Word after vowel GH Word after vowel
cough (/kɔf/) tough (/tʌf/) enough (/ɪˈnʌf/) trough (/trɔf/)
rough (/rʌf/) slough (/slʌf/)
Silent GH
While the /g/ and /f/ pronunciations of the digraph GH are relatively uncommon, there are many words in
which GH is silent, Like the /f/ pronunciation, silent GH also appears after OU and AU, but it also follows the
vowels AI, EI, and I.
OU + GH AU + GH AI + GH EI + GH I + GH
bought(/bɔt/) caught(/kɔt/) straight(/streɪt/) eight(/eɪt/)
bright(/braɪt/)
dough(/doʊ/) daughter(/dɔtər/)
neighbor(/ˈneɪbər/) high(/haɪ/)
fought(/fɔt/)
fraught(/frɔt/) height(/haɪt/) night(/naɪt/)
ought(/ɔt/) haughty(/ˈhɔti/) sleight(/slaɪt/)
sight(/saɪt/)
through(/θru/) naughty(/ˈnɔti/) weigh(/weɪ/) thigh(/θaɪ/)
4. Producing the sound /ŋ/
NG: The digraph NG almost always produces the same speech sound, represented in IPA by the symbol /ŋ/.
This phoneme is formed by closing the back of the throat while keeping the mouth open and vibrating the
vocal cords (making it a voiced speech sound).
NG can appear in the middle or at the end of a word, and it always comes after a vowel, it never appears at the
beginning of a word.
NG words NG words NG words NG words
bang(/bæŋ/)
fangs (/fæŋz/)
clang(/klæŋ/)
hanged(/hæŋd/)
dinghy (/ˈdɪŋi/) longing (/ˈlɔŋɪŋ/) darling (/ˈdɑrlɪŋ/)
stringy (/ˈstrɪŋi/)
winged (/wɪŋd/)
In some words, N and G appear next to each other but function separately across two separate syllables. This
is not a true digraph (since two sounds are made from the two letters together), but, due to the proximity of the
two letters, the sound /ŋ/ is still made. This results in the pronunciation /ŋg/. For example:
NG words
NG words NG words NG words
anger (/ˈæŋgər/)
finger (/ˈfɪŋgər/) hunger (/ˈhʌŋgər/) language (/ˈlæŋgwəʤ/)
single (/ˈsɪŋgəl/)
tangle (/ˈtæŋgəl/)
Producing the sound /ŋ/ in the suffix ING
NG : The most common occurrence of the digraph NG is in the suffix ING, which is used to form
the gerund and present participle forms of verbs (as in the example longing above).
NG words NG words NG words NG words
acting (/ˈæktɪŋ/)
seeing (/ˈsiɪŋ/)
braving (/ˈbreɪvɪŋ/)
running (/ˈrʌnɪŋ/)
dreaming (/ˈdrimɪŋ/) wearing (/ˈwɛrɪŋ/) feeling (/ˈfilɪŋ/) talking (/ˈtɔkɪŋ/)
5. hearing (/ˈhirɪŋ/)
Producing the sound /ŋk/
In some dialects, NG will produce a /k/ sound after /ŋ/ when the digraph is followed by ST or TH:
This /ŋk/ sound only occurs in the three root words above, but it can also carry over to words derived from
them, such as lengthy or strengthen.
NK words followed by ST NK words followed
by ST
NK words followed
by TH
NK words followed by TH
angst (/ɑŋkst/) length (/lɛŋkθ/) strength(/strɛŋkθ/)
Producing the sounds /ng/ and /nʤ/
NG does not always result in the /ŋ/ phoneme. In some words, in which N and G are split between two
syllables, N carries its standard pronunciation (/n/) while G can create either a hard G (/g/) or (more
commonly) soft G (/ʤ/) sound.
Produces /ng/ Produces /ng/ Produces /nʤ/ Produces /nʤ/
congratulations(/kənˌgræʧəˈleɪʃənz/) engrave(/ɪnˈgreɪv/) Angel(/ˈeɪnʤəl/) lounge(/laʊnʤ/)
congruence(/ˈkɔngruəns/) ingrained(/ɪnˈgreɪnd/) Change(/ʧeɪnʤ/) manger(/ˈmeɪnʤər/)
engaged(/ɛnˈgeɪʤd/) Danger(/ˈdeɪnʤər/) stingy(/ˈstɪnʤi/)
ungrateful(/ʌnˈgeɪtfəl/) dingy(/ˈdɪnʤi/) strange(/streɪnʤ/)
Producing the sound /f/
PH: The digraph PH makes the same speech sound as that of the letter F, transcribed in IPA as /f/. This digraph
can appear anywhere in a word.
PH at Beginning Position PH at Beginning
Position
PH at Beginning
Position
PH at Beginning Position
phantom(/ˈfæntəm/) pheasant(/ˈfɛzənt/) phoenix(/ˈfinɪks/) photograph(/ˈfoʊtəˌgræf/)
6. philosophy(/fəˈlɑsəfi/) physical(/ˈfɪzɪkəl/)
PH at Mid Position PH at Mid Position PH at Mid Position PH at Mid Position
alphabet(/ˈælfəˌbɛt/) orphan(/ˈɔrfən/) lymphoma(/lɪmˈfoʊmə/)
catastrophic(/ˌkætəˈstrɑfɪk/) elephant(/ˈɛləfənt/) emphasize(/ˈɛmfəˌsaɪz/)
PH at End Position PH at End Position PH at End Position PH at End Position
autograph(/ˈɔtəˌgræf/) triumph(/ˈtraɪəmf/) digraph(/ˈdaɪˌgræf/) paragraph(/ˈpærəˌgræf/)
nymph(/nɪmf/) morph(/mɔrf/)
PH: Producing two separate sounds
We must be careful when P and H appear next to each other but function in two separate syllables. This usually
happens in compound words in which a word ending in P is attached to another word beginning in H. In this
case, PH is no longer a digraph and each letter is pronounced individually.
Produces /P-H/ Produces /P-H/ Produces /P-H/ Produces /P-H/
loophole (/ˈlupˌhoʊl/) uphill (/ˈʌpˈhɪl/) uphold (/ʌpˈhoʊld/) haphazard (/hæpˈhæzərd/)
upholstery (/ʌpˈhoʊlstəri/)
Note that the H in upholstery may also be silent: /əˈpoʊlstəri/. H is also silent in the word shepherd (/ˈʃɛpərd/),
which is derived from the Old English word sceaphierde—sceap (“sheep”) + hierde (“herder”).
SH: Producing /ʃ/
The SH digraph always produces the same sound, represented in IPA by the symbol /ʃ/. This sound is formed by
forming a narrow passageway with the sides of the tongue against the top teeth and then forcing air through
partly open lips. It is unvoiced, meaning the vocal cords do not vibrate. Like PH, the SH digraph can appear
anywhere in a word.
Produces /ʃ/, Beginning
Position
Produces /ʃ/,
Beginning Position
Produces /ʃ/,
Beginning Position
Produces /ʃ/, Beginning
Position
7. shadow(/ˈʃæˌdoʊ/) shining(/ˈʃaɪnɪŋ/) sheets(/ʃits/) shoulder(/ˈʃoʊldər/)
shrewd(/ʃrud/) shudder(/ˈʃʌdər/)
Produces /ʃ/, Mid Position Produces /ʃ/, Mid
Position
Produces /ʃ/, Mid
Position
Produces /ʃ/, Mid Position
ashen(/ˈæʃən/) Pushover(/ˈpʊˌʃoʊvər/) cushion(/ˈkʊʃən/) fashion(/ˈfæʃən/)
Dashboard(/ˈdæʃˌbɔrd/) township(/ˈtaʊnʃɪp/)
Produces /ʃ/, End Position Produces /ʃ/, End
Position
Produces /ʃ/, End
Position
Produces /ʃ/, End Position
accomplish(/əˈkɑmplɪʃ/) publish(/ˈpʌblɪʃ/) blush(/blʌʃ/) lavish(/ˈlævɪʃ/)
diminish(/dɪˈmɪnɪʃ/) wash(/wɑʃ/)
SH: Producing two separate sounds
When S and H appear next to each other but function in two separate syllables, usually when a prefix ending in S is
attached to a word beginning in H. In this case, SH is no longer a digraph and each letter is pronounced
individually, as in or , This rule also applies when a word beginning with a silent H is preceded by a suffix ending
in S: the S is pronounced normally, while the H remains silent in the second syllable, as in
Produces / S-H / Produces / S-H / Produces / S-H / Produces / S-H /
mishap (/ˈmɪsˌhæp/) dishonest (/dɪˈsɑnəst/)
or dishonor (/dɪˈsɑnər/).
disheartening (/dɪsˈhɑrtənɪŋ/).
SS: Producing the sound /s/
The digraph SS appears in the middle or at the end of a word—it never appears at the beginning—and it can make
three different speech sounds. Most often, the digraph SS simply makes the same sound as a single S: /s/.
Produces /SS/ Produces /SS/ Produces /SS/ Produces /SS/
across (/əˈkrɔs/) boss (/bɔs/) brass (/bræs/) assemble (/əˈsɛmbəl/)
8. blossom (/ˈblɑsəm/) express (/ɪkˈsprɛs/) dissuade (/dɪˈsweɪd/) message (/ˈmɛsɪʤ/)
success (/səkˈsɛs/)
SS: Producing the sound /ʃ/
Sometimes when SS appears in the middle of a word, it creates the same sound as the digraph SH: /ʃ/. This
pronunciation most often occurs when SS is followed by ION; less commonly, it can also occur when the digraph is
followed by URE or UE. For example:
SS + ION SS + URE SS + URE SS + UE
admission(/ædˈmɪʃən/) assure(/əˈʃʊr/) commissure(/(ˈkɒm əˌʃɜr/) tissue(/ˈtɪʃu/)
expression(/ɪkˈsprɛʃən/) fissure(/ˈfɪʃər/) pressure(/ˈprɛʃər/) issue(/ˈɪʃu/)
session(/ˈsɛʃən/)
compassion(/kəmˈpæʃən/)
transmission(/trænzˈmɪʃən/)
SS: Producing the sound /z/
In a few cases, SS produces the same sound as the letter Z, transcribed in IPA as /z/. This can only occur
when SS appears between two vowels.
Produce /z/ Produce /z/ Produce /z/ Produce /z/
brassiere (/brəˈzɪər/) possess (/pəˈzɛs/) dessert (/dɪˈzɜrt/) scissors (/ˈsɪzərz/)
dissolve (/dɪˈzɑlv/) Missouri (/məˈzʊri/)
TH
The digraph TH most often produces one of two similar but distinct sounds: /θ/ and /ð/.The
sound /θ/ is made by lightly pressing the tip of the tongue against the bottom of the top two teeth
as air is forced through the mouth. The vocal cords are not engaged, making this
an unvoiced speech sound. The /ð/ phoneme is formed the exact same way, except the vocal
cords are engaged, making it a voiced speech sound.
9. TH: Producing the sound /θ/
TH is usually pronounced /θ/ when it is followed by a consonant or appears at the very end of a word, while it
is more likely to take the /ð/ pronunciation when it is followed by E or I, especially in the middle or at the end
of a word.
Produce/θ/ Beginning
Position
Produce/θ/ Beginning
Position
Produce/θ/ Beginning
Position
Produce/θ/ Beginning
Position
thanks(/θæŋks/) (/θæŋks/) theater(/ˈθiətər/) through(/θru/)
thing(/θɪŋ/) Thursday(/ˈθɜrzˌdeɪ/) thorough(/ˈθɜroʊ/) thread(/θrɛd/)
Produce/θ/ Mid Position IPA Produce/θ/ Mid
Position
Produce/θ/ Mid
Position
Produce/θ/ Mid
Position
anthem(/ˈænθəm/) cathedral(/kəˈθidrəl/) author(/ˈɔθər/) nothing(/ˈnʌθɪŋ/)
mathematics(/ˌmæθəˈmætɪks/) prosthetic(/prɑˈsθɛtɪk/) healthful(/ˈhɛlθfəl/)
Produce/θ/ End Position Produce/θ/ End
Position
Produce/θ/ End
Position
Produce/θ/ End
Position
bath(/bæθ/) teeth(/tiθ/) depth(/dɛpθ/) warmth(/wɔrmθ/)
length(/lɛŋkθ/) youth(/juθ/) mirth(/mɜrθ/)
TH: Producing the sound /ð/
TH is usually pronounced /θ/ when it is followed by a consonant or appears at the very end of a word, while it
is more likely to take the /ð/ pronunciation when it is followed by E or I, especially in the middle or at the end
of a word.
Produce/ð/ Beginning
Position
Produce/ð/
Beginning Position
Produce/ð/ Beginning
Position
Produce/ð/ Beginning
Position
than(/ðæn/) though(/ðoʊ/) the(/ði/) thus(/ðʌs/)
them(/ðɛm/) thy(/ðaɪ/) this(/ðɪs/)
Produce/ð/Mid Position Produce/ð/Mid
Position
Produce/ð/Mid
Position
Produce/ð/Mid Position
bother(/ˈbɑðər/) together(/təˈgɛðər/) clothing(/ˈkloʊðɪŋ/) whether(/ˈwɛðər/)
either(/ˈaɪðər/ or /ˈiðər/) rhythm(/ˈrɪðəm/)
Produce/ð/End Position
(usually followed by E)
Produce/ð/End
Position (usually
followed by E)
Produce/ð/End
Position (usually
followed by E)
Produce/ð/End Position
(usually followed by E)
breathe(/brið/) teethe(/tið/) loathe(/loʊð/) wreathe(/rið/)
10. smooth(/smuð/) soothe(/suð/)
TH: Producing the sound /t/
In some words, TH produces the sound /t/, making the H silent. This most often occurs in proper nouns. There
is also one common noun in English that features a TH pronounced as /t/: thyme (/taɪm/). It is pronounced the
exact same way as time.
Produce /t/ Produce /t/ Produce /t/ Produce /t/
Thames(/tɛmz/) thyme(/taɪm/). Thailand(/ˈtaɪˌlænd/) Thomas(/ˈtɑməs/)
Theresa(/təˈrisə/)
TH: Producing two separate sounds
As with other digraphs, we must be careful when T and H appear next to each other but function in two
separate syllables. This usually happens in compound words in which a word ending in T is attached to another
word beginning in H. In this case, TH is no longer a digraph and each letter is pronounced individually.
Produce /t and H / Produce /t and H/ Produce /t and H/ Produce /t and H/
anthill(/ˈæntˌhɪl/) hothead(/ˈhɑtˌhɛd/) boathouse(/ˈboʊtˈhaʊs/) lighthouse(/ˈlaɪtˌhaʊs/)
shorthand(/ˈʃɔrtˌhænd/)
WH: Producing the sound /W/
The digraph WH usually represents a /w/ sound, with H becoming silent. For instance:
Produce /W/ Produce /W/ Produce /W/ Produce /W/
what (/wʌt/) which (/wɪʧ/) where (/wɛr/) wheel (/wil/)
when (/wɛn/) whisper(/ˈwɪspər/) why (/waɪ/) white (/waɪt/)
While not common in modern English, however, some dialects do pronounce the H very subtly, though it
comes before the /w/ sound, producing the phoneme /hw/. Therefore, all of the words above might be
pronounced in the following way:
Produce /HW/ Produce /Hw/ Produce /Hw/ Produce /Hw/
what (/hwʌt/) when(/hwɛn/) where (/hwɛr/) why(/hwaɪ/)
which (/hwɪʧ/) wheel(/hwil/) whisper (/ˈhwɪspər/) white (/hwaɪt/)
11. Finally, in some consonant combinations, W is not pronounced at all. This occurs in some words beginning
with WH when it is followed by O, as in:
Produce /H/ Produce /H/ Produce /H/ Produce /H/
who(/hu/) whom(/hum/) whole (/hoʊl/) whose (/huz/)
Consonant digraph
When 2 consonants are joined together and form one new sound, they are a consonant digraph.
They count as one sound and one letter and are never separated. Examples: "ch, sh, th, ph and
wh".
How many letters does a digraph have?
Two
How many sounds does a digraph make?
one
Word S-h-o-p has four letters.
How many sounds in shop?
/sh/ /o/ /p/: There are three sounds because the sh makes the one sound, /sh/
Consonant-Digraph th and ck
Word is /b/ /a/ /th/, bath.
Note: t-h makes one sound, /th/, You do not hear the sound of a t -- /t/ or h -- /h/, th together
makes a new sound—/th/.
When two consonants together make one sound, we call that a digraph. Di means 2, graph means
something written. So, digraph means 2 letters.
The next one is: /p/ /a/ /ck/, pack.
The same is true with the letters ck, they make one sound, /k/.
C-k is also a digraph like t-h.