William runs into his ex-girlfriend Anna twice in one day. The first time, he is upset after thinking she is gone for good. The second time, he accidentally spills orange juice on her shirt when they literally run into each other on the street. He invites her back to his place to wash her shirt. Martin, William's friend, recounts a questionable story about possibly seeing Ringo Starr in the past.
This document provides a list of regular verbs in English along with their meanings. It begins with definitions, explaining that regular verbs follow a consistent pattern of adding "-ed", "-d", or "-ied" to form the past tense and past participle. The bulk of the document is a table listing common regular verbs with their infinitive, past tense, past participle and meaning in Indonesian for each. It includes over 100 regular verbs from A to B in the table. The document serves as a reference for English language learners to understand regular verb conjugations and meanings.
The document provides analysis and performance tips for Thomas Attwood's Allegro from Sonatina in G. It begins with background on Attwood and his royal patronage. The piece is described as a beautiful example of the Classical style, with a diatonic melody over an Alberti bass accompaniment. The summary emphasizes several technical and musical challenges to be addressed in performance, including clean rhythm, balance between hands, adherence to dynamics, and ornaments. Tips are given for practicing each element individually and achieving an expressive performance.
Rapping and rock history emerged in the mid-20th century among the African American community in the United States. Rapping is a type of rhythmic speech that is normally accompanied by a rhythmic musical background known as a beat. Interpreters of rap and rock are called MCs, which stands for "Master of Ceremonies." The typical beat of rap is 4/4, but it is based on a count of three similar to a swing, taking the concept a step further with a double trio of 6/16 per beat.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help relax the body and lift the mood.
Minimal pairs are pairs of words that differ by only one phoneme in the same position. They are useful for focusing on individual sounds. Not all sounds appear in all languages, and speakers may substitute or omit sounds not in their native language. Allophones are variations of the same phoneme that do not change a word's meaning. Phonotactics and co-articulation effects describe how sounds are sequenced and influenced by neighboring sounds in a language.
Phonology is the study of how sounds are organized and used in languages, analyzing sound patterns and determining which sounds are significant. It examines the phonological system of a language, including sound inventories and interaction rules. Phonetics is the study of human speech sounds, describing their articulatory and acoustic properties, and analyzes sound production regardless of language. While phonology studies how sounds combine and change meaning, phonetics simply describes speech sound properties.
Phonology is the study of sound systems in languages. It has four branches: segmental phonology which analyzes speech into discrete segments like phonemes; suprasegmental phonology which analyzes features over multiple segments like intonation and stress; diachronic phonology which studies sound patterns through a language's history; and synchronic phonology which studies sound patterns regardless of historical change. Phonology also examines phones which are minimal speech units, phonemes which are distinctive minimal units, and allophones which are variants of phonemes that occur in different phonetic environments. A syllable contains a sonority peak like a vowel with optional onset and coda consonants. Syllable structure and distinctive features are also
This document summarizes key concepts from three chapters on phonology. It discusses the smallest units of sound called features, as well as segments, syllables, and suprasegmental units. Minimal pairs, phones versus phonemes, allophones, and complementary distribution are explained. Rules of syllable structure and phonotactics are covered. The relationship between phonemic and phonetic representations is summarized. The document also briefly discusses two opposing views on the role of phonological awareness in reading and implications for language learning.
This document provides a list of regular verbs in English along with their meanings. It begins with definitions, explaining that regular verbs follow a consistent pattern of adding "-ed", "-d", or "-ied" to form the past tense and past participle. The bulk of the document is a table listing common regular verbs with their infinitive, past tense, past participle and meaning in Indonesian for each. It includes over 100 regular verbs from A to B in the table. The document serves as a reference for English language learners to understand regular verb conjugations and meanings.
The document provides analysis and performance tips for Thomas Attwood's Allegro from Sonatina in G. It begins with background on Attwood and his royal patronage. The piece is described as a beautiful example of the Classical style, with a diatonic melody over an Alberti bass accompaniment. The summary emphasizes several technical and musical challenges to be addressed in performance, including clean rhythm, balance between hands, adherence to dynamics, and ornaments. Tips are given for practicing each element individually and achieving an expressive performance.
Rapping and rock history emerged in the mid-20th century among the African American community in the United States. Rapping is a type of rhythmic speech that is normally accompanied by a rhythmic musical background known as a beat. Interpreters of rap and rock are called MCs, which stands for "Master of Ceremonies." The typical beat of rap is 4/4, but it is based on a count of three similar to a swing, taking the concept a step further with a double trio of 6/16 per beat.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help relax the body and lift the mood.
Minimal pairs are pairs of words that differ by only one phoneme in the same position. They are useful for focusing on individual sounds. Not all sounds appear in all languages, and speakers may substitute or omit sounds not in their native language. Allophones are variations of the same phoneme that do not change a word's meaning. Phonotactics and co-articulation effects describe how sounds are sequenced and influenced by neighboring sounds in a language.
Phonology is the study of how sounds are organized and used in languages, analyzing sound patterns and determining which sounds are significant. It examines the phonological system of a language, including sound inventories and interaction rules. Phonetics is the study of human speech sounds, describing their articulatory and acoustic properties, and analyzes sound production regardless of language. While phonology studies how sounds combine and change meaning, phonetics simply describes speech sound properties.
Phonology is the study of sound systems in languages. It has four branches: segmental phonology which analyzes speech into discrete segments like phonemes; suprasegmental phonology which analyzes features over multiple segments like intonation and stress; diachronic phonology which studies sound patterns through a language's history; and synchronic phonology which studies sound patterns regardless of historical change. Phonology also examines phones which are minimal speech units, phonemes which are distinctive minimal units, and allophones which are variants of phonemes that occur in different phonetic environments. A syllable contains a sonority peak like a vowel with optional onset and coda consonants. Syllable structure and distinctive features are also
This document summarizes key concepts from three chapters on phonology. It discusses the smallest units of sound called features, as well as segments, syllables, and suprasegmental units. Minimal pairs, phones versus phonemes, allophones, and complementary distribution are explained. Rules of syllable structure and phonotactics are covered. The relationship between phonemic and phonetic representations is summarized. The document also briefly discusses two opposing views on the role of phonological awareness in reading and implications for language learning.
This document compares the diphthong vowels of British English and American English. It defines diphthongs as vowel sounds that involve a change in tongue position. The document outlines the main diphthong vowels in British English and American English, and examines the differences between them. Some key differences are that American English is rhotic while British English is non-rhotic, and certain diphthongs have different starting or ending points between the two dialects, such as British /əʊ/ versus American /oʊ/, and British /I/ versus American /aI/. The conclusion reiterates that diphthong vowels differ between British English and American English.
This document provides information about English phonology and pronunciation. It discusses the differences between British and American English pronunciation of vowels and consonants. It includes charts of the vowel systems of British and American English showing distinctions in vowel sounds. It also analyzes specific consonant sounds such as /p/ and /b/ in different positions and provides minimal pairs to illustrate phonemic contrasts. The goal is to understand the phonetic and phonemic systems of English varieties.
This document provides an overview of a phonetic and phonology workshop covering: definitions of phonetics and phonology; the International Phonetic Alphabet chart; types of vowel and consonant sounds in English; examples of sounds; and phonetic transcription practice sentences. The workshop aims to help participants understand the production of English speech sounds and how they are represented in writing over the period of September 2020 to January 2021.
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 the different types of vowel sounds in English:
- There are 20 vowel sounds classified as monophthongs and diphthongs. Monophthongs are a single vowel sound while diphthongs combine two vowel sounds.
- Examples of monophthongs are short vowels like /i/ in "bit" and long vowels like /i:/ in "bee". Diphthongs include combinations like /ei/ in "page".
- Mastering vowel sounds is important for pronunciation, communication skills, and singing ability. They allow for clearer speech and determine tone.
This document provides information about the English alphabet, including:
- A table listing the letters of the English alphabet with their phonetic symbols and Khmer equivalents.
- Explanations of consonant and vowel sounds in English, including long/short vowels and diphthongs.
- Guidelines for writing Khmer using the Roman alphabet system.
- Tips for spelling words correctly in English, including common patterns when the first or second letter is silent or has a special sound.
The document serves as a reference for the sounds of the English alphabet and guidelines to help with English spelling and writing Khmer using Roman letters. It summarizes key information about the phonetic representations and spelling conventions
This document discusses the classification of English consonants according to manner of articulation, place of articulation, voicing, and other phonetic processes. It describes the six categories of manner of articulation for English consonants: stops, affricates, fricatives, lateral, nasal, and glides. It also discusses the various places of articulation including bilabial, labiodental, interdental, alveolar, alveopalatal, palatal, and velar. The document provides examples of voiced and voiceless consonants and examines phonetic rules such as assimilation, metathesis, epenthesis, and epithesis that affect consonant production.
This document discusses the classification and description of sounds in General American English. It covers:
I. The three main classifications of sounds - vowels, diphthongs, and consonants. There are 11 vowels, 3 diphthongs, and 25 consonants.
II. A description of vowels and how they are produced. Vowels involve vibration of the vocal cords and are classified based on tongue position - front vowels, mid vowels, and back vowels.
III. Descriptions of diphthongs as sounds that combine two vowel sounds within one syllable. Examples of English diphthongs are provided.
IV. Consonants are described as speech sounds used with vowels that involve partial
This document discusses phonemes and allophones, the basic units of sound in language. It provides examples of different phonemes in English like /p/, /b/, /t/, /d/, /k/, /g/, and others. It also describes allophones, which are sounds that are perceptually different but do not distinguish words. The document outlines the four main aspects of pronunciation: 1) voicing, 2) position of the velum, 3) place of articulation, and 4) manner of articulation. It provides detailed explanations and examples for each category of sounds according to these four aspects.
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 English phonology and phonemes. It defines key concepts like phonemes, allophones, and minimal pairs. It describes the production of speech sounds, including the parts of the vocal tract and positions of the vocal cords. It provides symbols for both vowel and consonant phonemes in English. It also discusses distribution of sounds within words, including initial and final consonant clusters in English.
This document provides an overview of teaching pronunciation to English language learners. It begins by explaining why working on pronunciation is important, such as helping students improve intelligibility and listening skills. It then discusses various phonetic concepts like consonants, vowels, and specific pronunciation challenges for English learners. Examples are provided to illustrate pronunciation differences between sounds. The document concludes by demonstrating pronunciation exercises teachers can use in the classroom to help students practice distinguishing between similar sounds.
This document contains exercises from a chapter on phonology from the book "Phasal Analysis" by Karen Malcolm. It includes exercises on transcribing English texts into IPA, analyzing the phonological development of a 2-year-old boy based on his pronunciations of words, dividing texts into feet based on stress patterns, and analyzing tone groups and prominence. The exercises are presented along with answers and explanations.
BỘ CHUYÊN ĐỀ ÔN THI HSG CÁC CẤP & 35 ĐỀ THI HỌC SINH GIỎI LỚP 12 MÔN TIẾNG AN...Nguyen Thanh Tu Collection
This document provides an overview of a study guide for high school students preparing for exams in English as a foreign language. It contains 5 chapters covering phonetic symbols, word classes, grammar, phrases and clauses, and writing skills. Each chapter includes explanations of the topic and practice exercises with answers. It aims to help students review content and improve their English exam performance.
- The pronunciation of the "-ed" suffix when adding it to regular verbs to indicate past tense depends on the final sound of the verb's infinitive form.
- "-ed" is pronounced /t/ if the infinitive ends in a voiceless sound like "p", "t", "k", except for verbs ending in "t".
- "-ed" is pronounced /d/ if the infinitive ends in a voiced sound like vowels or consonants "b", "d", "g".
- "-ed" is pronounced /id/ if the infinitive ends in "t" or "d".
I. The document discusses the classification and description of sounds in General American English, including vowels, diphthongs, and consonants. It provides the number of each type of sound and describes their manner of production.
II. It presents the vowel triangle diagram to show the positions and classifications of English vowels as front vowels, mid vowels, and back vowels. It provides phonetic symbols and examples for each vowel classification.
III. It describes diphthongs as vowel sounds that combine two vowel positions within one syllable, providing examples. It also provides a detailed description and classification of English consonant sounds according to their voicing, manner of articulation, and place of articulation.
The document discusses voiced and voiceless sounds in English. There are two types of sounds: voiceless sounds like /p/, /t/, /k/ which do not vibrate the throat, and voiced sounds like /b/, /d/, /g/ which do vibrate the throat. It provides examples of words containing specific voiceless and voiced sounds. It notes that every voiceless sound has a similar voiced counterpart, and lists the eight pairs of voiceless and voiced sounds. The purpose is to help readers learn the eight voiceless sounds to improve their pronunciation.
The document provides information about various phonetic processes in English, including:
1) The sounds /l/ and /r/ are liquids that involve extensive movement of the speech organs compared to other consonants.
2) When a front vowel is followed by /l/ or /r/, an intermediary /ə/ sound is often inserted as the tongue moves from the front vowel position to the back position for the liquid.
3) Syllabic consonants can form syllables without a vowel when /t/, /d/, or /n/ is followed by an unstressed syllable containing /l/ or /n/.
This document provides an overview of English phonetics and pronunciation. It covers vowels, both short and long, the schwa vowel, diphthongs, consonants, minimal pairs to distinguish between voiced and unvoiced consonants, silent letters, stress, examples of stressed and unstressed syllables, and tips on the importance of consonants, intonation, and rhythm in pronunciation. Resources for further practice are also listed.
, Phonological systems are rule-governed; that is, they operat.docxdurantheseldine
, Phonological systems are rule-governed; that is, they operate according to certain rules and are
: manifested as patterns.The word used for individual speech sounds is phones, and the study of the
; characteristics, or features, of phones of all languages is called phonetics (Yule, 2010). Although the
I focus is on the English sound system, it is important to note that each language is systematic in its
patterning, and that although similarities exist across all languages, differences abound.
Phonology
The study of the sound system of languages, called phonology, helps teachers understand many
challenges English learners (ELs) face, both in hearing and producing the sounds of a new language.
This knowledge also assists teachers in diagnosing errors second language (L2) readers typically
make when reading aloud and in predicting how this affects comprehension, accuracy, and fluency.
This section is fundamental to an understanding of linguistics because it introduces a number of
important concepts that are revisited at other levels of language. The first section is on the basic con
cepts of phonology; the second is about the consonants of English; the third provides an overview of
the English vowels; and the fourth is about suprasegmentals, the phonological phenomena affecting
pronunciation at word and phrasal levels. An examination of the learning processes involved when
a learner encounters a new language is presented along with activities to support educators and
students in discovering the characteristics of how the sound systems function, as well as ways to
apply knowledge of phonology to help students overcome difficulties. See Figure 5.1.
g
"i,':
.§
~
_;;
Sounds
l--- --L-..-.
~
~'------........-'
=
j
_;;
..... = = "' @
Intonation
Word stress
Rhythm
Features of
connected speech
Figure S.1. Phonology.
-[ill-
A uniYersal concept across languages is the phone, or sound, as represe:-.?.:: ::-- .:. ..=~ o:::- 0::.~er 5;-::-.::... "
between brackets, such as [p ]. Note that [pl between brackets represents ti-.E s.:::. ~ 2..:'".i ~~ 'p ' in si.-.~
quotation marks represents the letter. The concept of phone is a uni\·ersal o:-.e: a _e::cr or other syrr.x_
in brackets indicates thatit is part ofa system that includes all the world's languages. The Intemationa..
Phonetic Alphabet (IPA) includes all these phones using a unique symbol for each sound.
The sound of [p] in English actually has three different variants, the aspirated [p] in 'pit', fr.:c
unaspirated [p] in 'shopping' and the unreleased [p] in 'stop'. Even though English has these ya::
ants, called allophones, of [p ], they are still the same phoneme. That is, the same symbol is used.::
represent all the variants of [p] for English. A phoneme is represented by a symbol that includes L
possible variants (allophones) of a particular sound in a particular language, and is written ben..,·ee:
slashes, as in / p /. Aspiration o.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
One such alternative that has garnered significant attention and acclaim is Nitrux Linux 3.5.0, a sleek, powerful, and user-friendly Linux distribution that promises to redefine the way we interact with our devices. With its focus on performance, security, and customization, Nitrux Linux presents a compelling case for those seeking to break free from the constraints of proprietary software and embrace the freedom and flexibility of open-source computing.
This document compares the diphthong vowels of British English and American English. It defines diphthongs as vowel sounds that involve a change in tongue position. The document outlines the main diphthong vowels in British English and American English, and examines the differences between them. Some key differences are that American English is rhotic while British English is non-rhotic, and certain diphthongs have different starting or ending points between the two dialects, such as British /əʊ/ versus American /oʊ/, and British /I/ versus American /aI/. The conclusion reiterates that diphthong vowels differ between British English and American English.
This document provides information about English phonology and pronunciation. It discusses the differences between British and American English pronunciation of vowels and consonants. It includes charts of the vowel systems of British and American English showing distinctions in vowel sounds. It also analyzes specific consonant sounds such as /p/ and /b/ in different positions and provides minimal pairs to illustrate phonemic contrasts. The goal is to understand the phonetic and phonemic systems of English varieties.
This document provides an overview of a phonetic and phonology workshop covering: definitions of phonetics and phonology; the International Phonetic Alphabet chart; types of vowel and consonant sounds in English; examples of sounds; and phonetic transcription practice sentences. The workshop aims to help participants understand the production of English speech sounds and how they are represented in writing over the period of September 2020 to January 2021.
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 the different types of vowel sounds in English:
- There are 20 vowel sounds classified as monophthongs and diphthongs. Monophthongs are a single vowel sound while diphthongs combine two vowel sounds.
- Examples of monophthongs are short vowels like /i/ in "bit" and long vowels like /i:/ in "bee". Diphthongs include combinations like /ei/ in "page".
- Mastering vowel sounds is important for pronunciation, communication skills, and singing ability. They allow for clearer speech and determine tone.
This document provides information about the English alphabet, including:
- A table listing the letters of the English alphabet with their phonetic symbols and Khmer equivalents.
- Explanations of consonant and vowel sounds in English, including long/short vowels and diphthongs.
- Guidelines for writing Khmer using the Roman alphabet system.
- Tips for spelling words correctly in English, including common patterns when the first or second letter is silent or has a special sound.
The document serves as a reference for the sounds of the English alphabet and guidelines to help with English spelling and writing Khmer using Roman letters. It summarizes key information about the phonetic representations and spelling conventions
This document discusses the classification of English consonants according to manner of articulation, place of articulation, voicing, and other phonetic processes. It describes the six categories of manner of articulation for English consonants: stops, affricates, fricatives, lateral, nasal, and glides. It also discusses the various places of articulation including bilabial, labiodental, interdental, alveolar, alveopalatal, palatal, and velar. The document provides examples of voiced and voiceless consonants and examines phonetic rules such as assimilation, metathesis, epenthesis, and epithesis that affect consonant production.
This document discusses the classification and description of sounds in General American English. It covers:
I. The three main classifications of sounds - vowels, diphthongs, and consonants. There are 11 vowels, 3 diphthongs, and 25 consonants.
II. A description of vowels and how they are produced. Vowels involve vibration of the vocal cords and are classified based on tongue position - front vowels, mid vowels, and back vowels.
III. Descriptions of diphthongs as sounds that combine two vowel sounds within one syllable. Examples of English diphthongs are provided.
IV. Consonants are described as speech sounds used with vowels that involve partial
This document discusses phonemes and allophones, the basic units of sound in language. It provides examples of different phonemes in English like /p/, /b/, /t/, /d/, /k/, /g/, and others. It also describes allophones, which are sounds that are perceptually different but do not distinguish words. The document outlines the four main aspects of pronunciation: 1) voicing, 2) position of the velum, 3) place of articulation, and 4) manner of articulation. It provides detailed explanations and examples for each category of sounds according to these four aspects.
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 English phonology and phonemes. It defines key concepts like phonemes, allophones, and minimal pairs. It describes the production of speech sounds, including the parts of the vocal tract and positions of the vocal cords. It provides symbols for both vowel and consonant phonemes in English. It also discusses distribution of sounds within words, including initial and final consonant clusters in English.
This document provides an overview of teaching pronunciation to English language learners. It begins by explaining why working on pronunciation is important, such as helping students improve intelligibility and listening skills. It then discusses various phonetic concepts like consonants, vowels, and specific pronunciation challenges for English learners. Examples are provided to illustrate pronunciation differences between sounds. The document concludes by demonstrating pronunciation exercises teachers can use in the classroom to help students practice distinguishing between similar sounds.
This document contains exercises from a chapter on phonology from the book "Phasal Analysis" by Karen Malcolm. It includes exercises on transcribing English texts into IPA, analyzing the phonological development of a 2-year-old boy based on his pronunciations of words, dividing texts into feet based on stress patterns, and analyzing tone groups and prominence. The exercises are presented along with answers and explanations.
BỘ CHUYÊN ĐỀ ÔN THI HSG CÁC CẤP & 35 ĐỀ THI HỌC SINH GIỎI LỚP 12 MÔN TIẾNG AN...Nguyen Thanh Tu Collection
This document provides an overview of a study guide for high school students preparing for exams in English as a foreign language. It contains 5 chapters covering phonetic symbols, word classes, grammar, phrases and clauses, and writing skills. Each chapter includes explanations of the topic and practice exercises with answers. It aims to help students review content and improve their English exam performance.
- The pronunciation of the "-ed" suffix when adding it to regular verbs to indicate past tense depends on the final sound of the verb's infinitive form.
- "-ed" is pronounced /t/ if the infinitive ends in a voiceless sound like "p", "t", "k", except for verbs ending in "t".
- "-ed" is pronounced /d/ if the infinitive ends in a voiced sound like vowels or consonants "b", "d", "g".
- "-ed" is pronounced /id/ if the infinitive ends in "t" or "d".
I. The document discusses the classification and description of sounds in General American English, including vowels, diphthongs, and consonants. It provides the number of each type of sound and describes their manner of production.
II. It presents the vowel triangle diagram to show the positions and classifications of English vowels as front vowels, mid vowels, and back vowels. It provides phonetic symbols and examples for each vowel classification.
III. It describes diphthongs as vowel sounds that combine two vowel positions within one syllable, providing examples. It also provides a detailed description and classification of English consonant sounds according to their voicing, manner of articulation, and place of articulation.
The document discusses voiced and voiceless sounds in English. There are two types of sounds: voiceless sounds like /p/, /t/, /k/ which do not vibrate the throat, and voiced sounds like /b/, /d/, /g/ which do vibrate the throat. It provides examples of words containing specific voiceless and voiced sounds. It notes that every voiceless sound has a similar voiced counterpart, and lists the eight pairs of voiceless and voiced sounds. The purpose is to help readers learn the eight voiceless sounds to improve their pronunciation.
The document provides information about various phonetic processes in English, including:
1) The sounds /l/ and /r/ are liquids that involve extensive movement of the speech organs compared to other consonants.
2) When a front vowel is followed by /l/ or /r/, an intermediary /ə/ sound is often inserted as the tongue moves from the front vowel position to the back position for the liquid.
3) Syllabic consonants can form syllables without a vowel when /t/, /d/, or /n/ is followed by an unstressed syllable containing /l/ or /n/.
This document provides an overview of English phonetics and pronunciation. It covers vowels, both short and long, the schwa vowel, diphthongs, consonants, minimal pairs to distinguish between voiced and unvoiced consonants, silent letters, stress, examples of stressed and unstressed syllables, and tips on the importance of consonants, intonation, and rhythm in pronunciation. Resources for further practice are also listed.
, Phonological systems are rule-governed; that is, they operat.docxdurantheseldine
, Phonological systems are rule-governed; that is, they operate according to certain rules and are
: manifested as patterns.The word used for individual speech sounds is phones, and the study of the
; characteristics, or features, of phones of all languages is called phonetics (Yule, 2010). Although the
I focus is on the English sound system, it is important to note that each language is systematic in its
patterning, and that although similarities exist across all languages, differences abound.
Phonology
The study of the sound system of languages, called phonology, helps teachers understand many
challenges English learners (ELs) face, both in hearing and producing the sounds of a new language.
This knowledge also assists teachers in diagnosing errors second language (L2) readers typically
make when reading aloud and in predicting how this affects comprehension, accuracy, and fluency.
This section is fundamental to an understanding of linguistics because it introduces a number of
important concepts that are revisited at other levels of language. The first section is on the basic con
cepts of phonology; the second is about the consonants of English; the third provides an overview of
the English vowels; and the fourth is about suprasegmentals, the phonological phenomena affecting
pronunciation at word and phrasal levels. An examination of the learning processes involved when
a learner encounters a new language is presented along with activities to support educators and
students in discovering the characteristics of how the sound systems function, as well as ways to
apply knowledge of phonology to help students overcome difficulties. See Figure 5.1.
g
"i,':
.§
~
_;;
Sounds
l--- --L-..-.
~
~'------........-'
=
j
_;;
..... = = "' @
Intonation
Word stress
Rhythm
Features of
connected speech
Figure S.1. Phonology.
-[ill-
A uniYersal concept across languages is the phone, or sound, as represe:-.?.:: ::-- .:. ..=~ o:::- 0::.~er 5;-::-.::... "
between brackets, such as [p ]. Note that [pl between brackets represents ti-.E s.:::. ~ 2..:'".i ~~ 'p ' in si.-.~
quotation marks represents the letter. The concept of phone is a uni\·ersal o:-.e: a _e::cr or other syrr.x_
in brackets indicates thatit is part ofa system that includes all the world's languages. The Intemationa..
Phonetic Alphabet (IPA) includes all these phones using a unique symbol for each sound.
The sound of [p] in English actually has three different variants, the aspirated [p] in 'pit', fr.:c
unaspirated [p] in 'shopping' and the unreleased [p] in 'stop'. Even though English has these ya::
ants, called allophones, of [p ], they are still the same phoneme. That is, the same symbol is used.::
represent all the variants of [p] for English. A phoneme is represented by a symbol that includes L
possible variants (allophones) of a particular sound in a particular language, and is written ben..,·ee:
slashes, as in / p /. Aspiration o.
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2. LANGUAGE SPEECH
WRITING
LINGUISTIC
PHONETICS ALLOPHONES
1. ARTICULATORY
•LEXICON
2. ACOUSTIC
•MORPHOLOGY 3. AUDITORY
•SYNTAX
•SEMANTIC
•PRAGMATIC
1--THE PRODUCTION AND
PHONOLOGY SOUNDS OF SPEECH
PHONEMES 2--DESCRIPTION AND
CLASSIFICATION OF
SPEECH SOUNDS
VOWELS DIPHTHONGS CONSONANTS
3. 1-- THE SPEECH MECHANISM
THE SPEECH APPARATUS
CAVITIES
PHARYNX
ARTICULATORS
LARYNX
TRACHEA
LUNGS
DIAPHRAGM
4. THE LARYNX AND VOCAL FOLDS
/p,f,s/ /h/
/ m, v , z / /
? /
6. 2– DESCRIPTION AND CLASSIFICATION OF SPEECH
SOUNDS
VOWEL SOUNDS
SHORT / I,
- PURE {, V, @,
LONG Q, U i:,
/ /
3:, A:,
O:, u: /
i u
: I :
U
O
:
e
3
:
@
V
{ A Q
:
7. EXAMPLES
S FRONT MEDIAL FINAL
/I/ into /Int@/ l.3
minute /mInIt/ /empti/
/e/ empty l.5 l. 1 -------------- felt
/felt/ l. 1 --------------
/{/ anna /{n@/ l. 27 that´s /D{ts/ l.
1 --------------
/V/ up /Vp/ l. 24
suddenly /sVd@nli/ l.7 --------------
/@/ again /@gen/ l. 2
probably /pqQb@bli/ l.1 never /nev@/ l.2
/Q/ orange / QqIndZ/ l.20 coffee
/kQfi/ l.19 -------------
/U/ ---------------------
good / gUd/ l.18 ---------------
/i:/ eat / i: t/ p.7 believe /bIli:v/
l.5
3:/ earth /3:T/ see / si:/
p.3 l.2
person /p3:sn/ l.9
sir /s3:/
/A:/ asked /A:skt/ p.3 l.6 martin
/mA:tIn/ l.6 star /stA:/ l.10
/O:/ all / O:l/ p.10
corner /kO:n@/ l.22 saw /sO:/
/u:/ -------------------- juice /dZu:s/ l.20
l.10
who /hu:/ l. 6
8. DIPHTHONGS
- CENTRING
ENDING IN / @
/
/ I@/
/
e@ /
/U@
/
- CLOSING
ENDING IN / I
/ / eI /
/ aI /
/ OI /
ENDING IN / U /
/@U /
/ aU /
9. EXAMPLES
/I@ / : here´s /hIaz/ l. 3
really /qI@li/ l. 11
/e@/ : hair
/he@q/ l.16
there /De@/
p.6 U@/
/ : sure
/SU@/ l.11
/eI/ : changed /
tSeIndZd/ l. 7
famous / feIm@s/
/aI/
l. 8 : brightly
/bqaItli/
l. 3
/OI/ tried : toilet
/tqaId/
/tOIlet/
l. 27
/@U/ : ago
p.19
/@g@U/
l. 5
/aU/ won´t : shouted
/w@Unt/
/SaUtId/
l. 5 l.
27
down /daUn/
l. 23
10. CONSONANT SOUNDS
VOICED /VOICELESS
vVOICING
BILABIAL/ LABIO-DENTAL/
DENTAL /ALVEOLAR/ POST –
v PLACE OF ARTICULATION ALVEOLAR/ PALATO-
ALVEOLAR/ PALATAL/ VELAR/
GLOTTAL
v MANNER OF ARTICULATION PLOSIVES/ FRICATIVES/
AFFRICATES/ LATERALS/
NASALS/ APPROXIMANTS
v MUSCULAR EFFORT FORTIS/ LENIS
11. PLOSIVE SOUNDS
a.a.
p.a.
a.a. a.a.
Closure stop release Closure stop release
FORTIS/p ,
t ,k /
LENIS /b ,
d , g /
12. / FORTIS – VOICELESS – BILABIAL - PLOSIVE
p
/
Eg. Perhaps /p@h{ps/ l.9 paper /peIp@/ l. 28
: bookshop /bUkSQp/ l.22
/b/ : LENIS – VOICED – BILABIAL - PLOSIVE
Eg. Believe /bIli:v/ l.5 somebody /sVmb@di/ l.6
-----------------
/t/ : FORTIS – VOICELESS – ALVEOLAR – PLOSIVE
Eg.
Turned /t3:nd/ l.22 later /leIt@/ l. 21 left
/left/ l.21
/d/ : LENIS – VOICED – ALVEOLAR - PLOSIVE
Eg. Day /deI/ l. 9 suddenly /sVd@nli/ l. 7 had
/h@d/ l. 12
/k/ : FORTIS – VOICELESS – VELAR - PLOSIVE
Eg. Coffee /kQfi/ l. 3 looked /lUkt/ l. 24 shook
/Suk/ l.19
/g/ : LENIS – VOICED – VELAR - PLOSIVE
Eg, Gone /gQn/ l. 1 again /@gen/ l. 2 bag /b{g/
p.5
13. FRICATIVE SOUNDS
p.a. a.a.
a.a. Approxim. fricton
a.a. Approxim. friction
FORTIS/ f , T
, s , S /
LENIS / v ,
D , z , Z /
/
h
14. / VOICELESS FORTIS LABIO-DENTAL FRICATIVE
f
Eg Felt / felt/ l. 1 coffee /kQfi/ l. 3
/ himself / himself/ l. 2
/ VOICED LENIS LABIO-DENTAL FRICATIVE
v.
Eg Very /veqi/ l.18 never /nev@/ l. 2 live
/ /lIv/ l. 29
/ VOICELESS FORTIS DENTAL FRICATIVE
T
Eg. Thought /TO:t/ l. 2 nothing /nVTIN/
/ l. 29 with /wIT/ l. 16
/ VOICED LENIS DENTAL FRICATIVE
D
Eg. That´s /D{ts/ l. 1 another /@nVD@/ l.
/ 19 with /wID/
/s VOICELESS FORTIS ALVEOLAR FRICATIVE
/
Eg Sorry /sQqi/ l.24 person /p3:sn/ l. 9
face /feIs/ l. 24
/ VOICED LENIS ALVEOLAR FRICATIVE
z
Eg ----------------------- crazy /kqeIzi/ l.20 woman´s
/ /wUm@nz/ l. 24
/ VOICELESS FORTIS PALATO-ALVEOLAR FRICATIVE
S
Eg Shop /SQp/ l. 4 finished /fInISt/ l.
/ 19 wash /wQS/ l. 30
/ VOICED LENIS PALATO-ALVEOLAR FRICATIVE
Z
Eg ---------------------- vision /viZn/
16. LATERAL SOUNDS
p.
a.
spa a.a spa
ce ce
/ l
/
/ VOICED ALVEOLAR LATERAL
l
/
Eg. Long /lQN/ l.12 beatles /bi:tlz/ l. 10
well /wel/ l. 11
17. NASAL SOUNDS
/m, n
, N /
/ VOICED BILABIAL NASAL
m
/ martin /mA:tIn/
Eg. l. 3 famous /feIm@s/ l. 6
william /wIlj@m/ l. 1
/ VOICED ALVEOLAR NASAL
n
Eg. No /n@U/ l. 7 minutes /mInIts/ l. 21 then
/
/Den/ l. 18
/ VOICED VELAR NASAL
N
Eg
/ ------------------ think /TINk/ l. 11 shining
/SaInIN/ l, 10
18. APPROXIMANT SOUNDS
/j, w,
q /
/ VOICED PALATAL APPROXIMANT
j
/
Eg. You /ju/ l. 5 william /wIlj@m/ l. 1 --
---------------
/ VOICED VELARIZED-BILABIAL APPROXIMANT
w
/
Eg. One /wVn/ l. 9 quite /kwaIt/
l. 12 ------------------
/ VOICED POST-ALVEOLAR APPROXIMANT
q
/
Eg. Really /qI@li/ l. 11 story /stQqi/ l.
18 far away /fA:q @weI/ l. 12
19. Chapter 2 First fiss - last kiss?
1. William felt empty. `That´s it, then. She´s gone. And I´ll probably
2. never see her again,´ he thought to himself.
3. `Here´s your coffee,´ Martin said brightly, as he came back into
4. the shop.
5. `Thanks. You won´t believe who was in here a minute ago.´
6. `Who? Somebody famous?´ Martin asked. Excited.
7. But William suddenly changed his mind. `Oh…er…no…
8. nobody.´
9. `Perhaps one day a famous person will come in!´ said Martin,
10. his eyes shining.. `I saw one of the Beatles once…Ringo Starr.
11. Well, I think it was Ringo Starr. I´m not really sure…he was
12. quite far away. He had long hair and a beard.´
13. `Hmmm…so you think you saw Ringo, but perhaps you
14. didn´t?´
15. `Er…yes, that`s right.´
16. `Maybe it was just a man with long hair and a beard?´
17. `Yes, maybe.´
18. `Not a very good story, then, is it?´ suggested William. He
19. Shooh his head and finish his coffee. `Right…another one?´
20. `Yes. No, let´s go crazy! I´ll have an orange juice.´
21. Five minutes later, William left the café and hurried in back to the
22. bookshop with the orange juice. But as he turned the corner, he
23. walked straight into a woman. The orange juice ran down her shirt.
24. `I´m so sorry…´he looked up at the woman´s face. For the
25. second time that day, it was Anna Scott! `Oh…really, I´m sorry.
26. Here…´
27. `What are you doing? ´Anna shouted angrily, as William tried
28. to clean her shirt with a paper towel.
29. William jumped back. `Nothing, nothing. Listen , I live across
30. the street. You can wash at my house.´
20. / tS{pt@ tu: f3:st kIs lA:st
kIs /
//wIlj@m felt empti/ D{ts It /Den//Si:z
gQn//@nd aIl pqQb@bli
nev@ si: h@q @gen/hi TO:t t@ hImself//
//hI@z j@ kQfi /ma:tIn sed bqaItli/{z hi
keIm b{k Int@
D@ SQp//
//T{Nks//ju w@Unt bIli:v hu w@z In hI@q @
mInIt @g@U//
//hu:/ sVmb@di feIm@s /ma:tIn A:skt
/IksaItId//
//b@t wIlj@m sVd@nli tSeIndZd Its maInd//
@U/3: /n@U/
n@Ub@di//
//p@h{ps wVn deI @ feIm@s p3:sn wIl kVm In/
sed mA:tIn/
hIz aIz SaInIN// aI sO: wVn @v D@ bi:tlz
wVns/ qINg@U stA:q//
wel/aI TINk It w@z qINg@U stA:q//aIm nQt
qI@li SU@ / hi w@z
kwaIt fA:q @weI//hi h@d lQN he@q @nd @
bI@d//
//hm / s@U tou TINk ju sO: qINg@U/ b@t
p@h{ps ju
dIdnt//
// 3: / jes/ meIbi//
//nQt @ veqi gUd stQqi/ Den / Iz It//
s@dZestId wIlj@m// hi
Suk hIz hed @nd fInISt hIz kQfi// qaIt /
@nVD@ wVn //
// jes// n@U / lets g@U kqeIzi// / aIl