Professional Documents
Culture Documents
This book and CDs cover about 100 features of the English
Sound System.
1
© 2002 Steven Donahue
Introduction
I coming to U.S on a rafter from Cuba about two years ago. Even thought I ben
intense to studi inglish eberytime I saying the words “Third” people laff at me and asking
“Do you need go restroom?” Pleez help mi, I no understanding the joke bekuz I no tired!
Dear Rafert,
This is a common problem with foreign speakers. The TH sound is unique to English and
Greek. When you are saying “Third” it is coming out of your mouth like “Turd,” which is
feces. This is what your friends find facetious (funny). Your remedy is when making the
TH sound, stick your tongue out really far between the teeth. Practice these words:
Thick Tick
Thin Tin
Thesis Teeth
Both Boat
Thigh Tie
Gather Gator
For homework, go see the movie Rush Hour, and repeat the actor’s lines 10 times a day,
“ Can you understand the words coming out of my mouth?”
Note: Dr. Pronunciation is on vacation where the rain mostly falls on the plain—Spain.
2
© 2002 Steven Donahue
………………………………………………………………………………………….
By taking this course and using this CD you have begun an important learning
process—discovering your wonderfully unique accent and voice. Really, the term
“Accent Reduction” is not the best. Perhaps it should be called Accent Improvement or
Accent Enhancement. After all, there are very successful people with accents in television
and movies! Think of some: Salma Hayek, Arnold Shwarznegger, Danny Thomas, Tony
Curtis, and Charlie Chan.
Most of us know that there are areas of our pronunciation that need improvement. Some
of us may have a foreign accent because we speak English as a second language. For
native speakers, we may have a US regional accent that marks us in some way in our new
location or in the workplace. And for some, due to our social or educational backgrounds,
we have give-away pronunciation markers that identify us. In fact, we know that the
moment that we open our mouth to speak, we reveal a wealth of information about
ourselves: age, gender, educational background, even physical size.
Can you reduce your accent? Yes! The art and science of reducing an accent has
come along way since the days of Professor Henry Higgins in My Fair Lady and the
repetitive practice of phrases such as “It rains mainly in the plain in Spain.” In this
Manual and CD, we will discover some fantastic techniques for analyzing and fixing your
individual accent.
The second step is to take the lessons that are responsive to your particular accent
problem.
As you read take this course, practice in front of the mirror, with audio
cassettes or a video camera, or with a person whose accent you like. Listen to speakers
who you admire on the radio or television. Your efforts at becoming a better speaker of
English will be rewarded as people remark on how well you enunciate you words and
phrases.
3
© 2002 Steven Donahue
4
© 2002 Steven Donahue
• Vowels
• The easy ones
• The hard ones
• Rhythm
• Voice Quality
• Speak Confidently
5
© 2002 Steven Donahue
Now it’s time to see how far we have come. Take the following tests again. Do not check the answers in the back beforehand.
Compare your results from the first test. I am sure that if you have followed the preceding chapters you will find dramatic
improvement. If you still need to improve some area, go back and practice those units. Also continue to practice the exercises in the
next chapter, Step Ten. And remember, give yourself some encouragement, you’ve come a long way to accent improvement!
• Progress Test
The chart below covers all of the consonants and vowels in English. For really a really
accurate description of the words, a special alphabet called the International Phonetic
Alphabet (IPA) is used.
6
© 2002 Steven Donahue
7
© 2002 Steven Donahue
IPA: English
Consonants US
IPA Examples ɑ father
p English pen i see
b English but ɪ city
t English two ɛ bed
d English do ɜ˞ bird
English chair, æ bad, cat
tʃ
nature
ɑr arm
dʒ English gin, joy
ʌ2 run, enough
English cat, kill,
k ɑ not, cough
queen
ɔ law , caught
g English go, get
ʊ put
English fool,
f u soon, through
enough
v English voice ə1 about
θ English thing
ð English this US
English see, pass e(
s day
, city ɪ)
English zoo, aɪ my
z
roses oɪ boy
English she, sure, o(
ʃ no
emotion ʊ)
ʒ English pleasure aʊ now
h English ham ir near , here
m English man er hair, there
n English no ur tour
English singer, ju pupil
ŋ
ring
Note that the parentheses indicate optionality; the IPA code does
l English left not actually contain parentheses.
English milk
ɫ 1. US winner might be pronounced /ˈwɪnər/ (Gen.Am.), /
(dark l)
ˈwɪnə/ (non-rhotic Southern US), or /ˈwɪnɐ/ (New
r English run, very England, US region).
ɾ US English better
2. Realization may occasionally be /ə/.
w English we
8
© 2002 Steven Donahue
Vowel
Keyword Transcribed Consonants Keyword Transcribed
s
i key ki p pea pi
I pit pɪt b bee bi
e pet pet t toe təʊ
ae pat pæt d doe dəʊ
ɑ hard hɑd k cap kæp
ɒO pot pɒt g get get
ɔ raw rɔ f fat fæt
U put pʊt v vet vet
u coo ku Ɵ thin Ɵɪn
ʌ hut hʌt ð then ðen
3 cur k3 s sack sæk
ə about/mother əbaʊt/mʌðə z zoo zu
eɪ bay beɪ ʃ ship ʃɪp
aɪ buy baɪ ʒ measure meʒə
ɔɪ boy bɔɪ h hide haɪd
əʊ go gəʊ m man mæn
aʊ cow kaʊ n no nəʊ
ɪə peer pɪə ŋ sing sɪŋ
eə pair peə l lie laɪ
ʊə poor pʊə r red red
j year jɪə
w wet wet
ʧ chin ʧɪn
ʤ judge
Test 1: Listen while a native speaker or your teacher says these words
randomly. Circle the word you hear.
1. eat it seat sit
neat knit eel ill
i: i beat bit heel hill
9
© 2002 Steven Donahue
10
© 2002 Steven Donahue
Consonant Inventory
11
© 2002 Steven Donahue
PLURALS
PAST TENSE
INTONATION
What time is it? Is it raining? His English is better than mine. We have pens, pencils, and paper.
COMMENTS:
Test 3: Circle the word you hear while a native speaker of English or
your teacher says them aloud.
1. Stops vs Affricates SIWI tear - chair tease - cheese tin - chin top - chop talk - chalk ticks
- chicks tiled - child tip - chip tips - chips tore - chore two – chew
2. Fricatives vs Affricates SIWI sore - chore sum - chum sip - chip sick - chick sat - chat
Sue - chew silly - chilly soak - choke suck - chuck sill - chill search – church
3. Stops vs Fricatives and Affricates SFWF rat - rash out - ouch write - rice cat - catch
late - lace hut - hush mat - match road - rose head - hedge hit - hiss coat – coach
4. Voiced vs Voiceless Alveolar Stops SIWI /d/vs /t/ deer tear die tie din tin doll toll door
tore doze toes dent tent dead Ted dim Tim
5. Voiced vs Voiceless Affricates SIWI jeer cheer joke choke jeep cheap Jane chain jaw
chore jump chump jest chest gin chin Jess chess
6. Voiceless Velars vs Alveolars SIWI: /k/ vs /t/ car tar core tore cape tape cub tub cool
tool cap tap key tea call tall corn torn
7. Final Consonant Inclusion tea team tie tide hoe hope play plane car calf pea peep shoe
shoot low load
8. Final Consonant Inclusion high hide see seat shoe shoot she sheep cow couch sore
sort sea seed say save
9. Final Consonant Inclusion buy bike sew soap ow! out bee beach pie pile row road moo
move car card
10. Initial Glottal Inclusion: /h/ "A" hay "E" he "I" high "O" hoe ("U" who - yoo-hoo) eye high
air hair old hold eel heel art heart edge hedge
12
© 2002 Steven Donahue
11. Initial Fricative Inclusion: /f/ arm farm eel feel in fin air fair oar four ace face eat feet ill
fill oh foe ox fox ale fail
12. Initial Velar Inclusion: /k/ "R" car art cart ache cake oar core ape cape air care old cold
aim came ill kill arm calm off cough
13. Init Consonant Inclusion 'sh' shower hour share air shy eye shake ache shape ape
shawl all shell "L shout out
14. Init Consonant Inclusion /s/ seal eel sell "L" seat eat sad add soak oak sold old saw oar
soil oil sour hour
15. Fricative Contrasts sort fort short sore four shore sign fine shine sell fell shell seat feet
sheet
16. Initial Alveolar Inclusion /t/ in tin eye tie ache take aim tame air tear ape tape old told
art tart
17. Initial Consonant Inclusion us bus ape tape out shout eye pie eel peel air chair ache
take old fold
18. Glottal Fric vs Alveolar Stop SIWI /h/ vs /t/ hop top hall tall horn torn high tie hose toes
hair tear hen ten hot tot
19. Glottal vs Labio-dental Fricative SIWI: /h/ vs /f/ hat fat hit fit hold fold hive five hall fall
horse force hall fall heel feel hole foal hairy fairy - - - -
20. Glottal vs Palato-alveolar Fricative SIWI hall shawl head shed horn Sean horn Shawn
harp sharp hop shop hook shook high shy hut shut heap sheep hoe show hair share heat
sheet hip ship
21. Glottal vs alveolar Fricative SIWI: /h/ vs /s/ sauce horse soup hoop sold hold side hide
sit hit sand hand suit hoot sole hole soap hope seat heat sip hip seal heel - -
22. Liquid vs Fricative SIWI /l/ vs /s/ line sign low sew lock sock long song lick sick lip sip
lend send lift sift lead seed look sook
23. Liquids vs Glides SIWI /r/ vs /w/ one run wig rig wing ring wok rock whale rail wake
rake weed read witch rich wave rave west rest
24. Fricatives vs Glides SIWI /f/ vs /w/ feel wheel fig wig fight white fork walk fall wall fish
wish feel wheel full wool fail whale fade wade
25. Fricatives vs Glides SIWI /v/ vs /w/ vest west veil whale vine wine vet wet volley Wally
veal wheel Vic wick –
26. Palato-alveolar Fricative vs Affricates SFWF mash match dish ditch wish witch wash
watch cash catch hush hutch crush crutch marsh march
27. Palato-alveolar Fricative vs Affricates SIWI shops chops shoes choose ships chips
share chair Shane chain shin chin sheep cheep shock chock
28. Liquids vs Alveolars SIWI: /l/ vs /d/ lots dots log dog lazy daisy leap deep love dove - -
---
29. Nasals vs Liquids SIWI /n/ vs /l/ knead lead nip lip night light name lame knock lock
neigh lay no low nine line knot lot nap lap
30. Labio-dental Fricatives vs Stops SIWI: /f/ vs /d/ file dial fish dish fan Dan four door five
dive foam dome fig dig - - -
31. Alveolar vs Palato-alveolar Fricatives SIWI suit shoot sock shock sore shore sip ship
sack shack sour shower seat sheet Sue shoe –
32. Alveolar vs Labio-dental Fricatives SIWI: /s/ vs /f/ sold fold sauce force sort fort six fix
sit fit sole foal cell fell sole foal sore four –
33. Alveolar vs Labio-dental Fricatives SIWI: /s/ vs /f/ sun fun seed feed sound found seat
feet seal feel socks fox saw four sunny funny sat fat sign fine
34. /n/ vs 'sh' SIWI gnaw shore knee she nip ship nine shine neat sheet nut shut no show
knock shock
35. /w/ vs /l/ SIWI wok lock wine line weed lead white light week leek weigh lay wet let wick
lick
13
© 2002 Steven Donahue
36. /w/ vs /l/ SIWI why lie wake lake wait late weep leap wink link Wally lolly
37. Alveolar vs Palato-alveolar Fricatives SIWI sign shine sew show sip ship saw shore
sock shock
38. /n/ vs /s/ SIWI gnaw saw nine sign nails sails kneel seal neat seat nip sip knock sock no
sew
39. /n/ vs 'ng' SFWF Ron wrong pin Ping win wing thin thin
40. 'th' vs /f/ SIWI thin fin thaw four thought fort thread Fred thorn fawn three free thirst first
41. /v/ vs /b/ SIWI vase bars vest best vat bat V B (Vee-Bee) vote boat van ban vow bow
very berry
42. /l/ vs /j/ SIWI lawn yawn Lou you lap yap less yes lucky yucky luck yuck
43. /p/ vs /sp/ pie spy peach speech pot spot pit spit pin spin pill spill
44. /s/ vs /sl/ leap sleep lip slip low slow - -
45. /s/ vs /sk/ sails scales sip skip see ski sore score
46. /s/ vs /st/ sick stick sack stack seal steal soup stoop –
47. /t/ vs /st/ SIWI take stake talk stork tar star tack stack top stop tool stool tick stick
48. /t/ vs /st/ SFWF beat Beast Bert burst wet west coat coast goat ghost wait waist net nest
pet pest feet feast vet vest
49. /w/ vs /sw/ wing swing weep sweep well swell wheat sweet witch switch
50. /k/ vs /sk/ key ski cat scat car scar core score cool school
51. /n/ vs /sn/ nail snail knees sneeze no snow nought Snort nap snap
52. /m/ vs /sm/ Mog smog mash smash mall small mile smile Mac smack
53. /l/ Clusters low glow lip flip lap clap loud cloud lock block leap sleep lean clean lime
climb low blow love glove
54. /r/ vs /tr/ rash trash ray tray rim trim rain train rack track Rick trick
55. /r/ Clusters root fruit rat brat red bread rip drip rain train row throw
56. /sk/ vs /st/ scoop stoop school stool scout stout score store sky sty skate state skill still
scamp stamp
57. /k/ vs /g/ SIWI cap gap gate Kate game came gum come coat goat coast ghost cot got
58. /d/ vs /t/ SFWF cord caught Bert bird wade wait wed wet bad bat bead beat write ride
sat. sad sort sword hid hit pot pod feet feed wrote road wheat weed
59. /k/ vs /g/ SFWF peck peg buck bug pick pig lock log back bag stack stag tack tag –
60. /p/ vs /b/ SFWF cup cub nip nib cap cab lap lab rope robe - - - -
61. Voicing SFWF peach beach town down fan van pole bowl peas bees buy pie bear pear
sip zip pig big tore door
Test 4: Say these words aloud while a native speaker of English or your
teacher circles the incorrect pronuciations. Calculate your reading age
afterwards.
14
© 2002 Steven Donahue
Step Two: Identify Accent Interference. Find your first language below
and see the types of language interference common for it.
Arabic
1. 1 . The R is formed in the front of the mouth, and it is trilled or rolled.
2. The aspirated P as in put does not exist. The sound will resemble a B sound. Paper > baber.
3. The TH sound does not exist in Arabic.
4. Voiceless initial TH will be replaced with S. thin > sin.
5. Voiced initial TH will be replaced with Z or D. that > zat or dat.
15
© 2002 Steven Donahue
16
© 2002 Steven Donahue
1. /?/ is sometimes pronounced /a/ as in "cupboard" for instance; consonants clusters might be dropped after long vowels, e.g.:
"past" pronounced almost the same way as "pass"
2. Use of plural morpheme with uncountable nouns, e.g.:" many damages"
3. Semantic extension, e.g.: " sorry" to express one's compassion to other people, e.g.: Sorry for your daughter's misfortune.
4. Local borrowing: "chewing stick" for a fresh twig chewed for cleaning the teeth; "herbalist" for traditional doctor,
especially those endowed with magical power , "high life" for a special Ghanaian dance and music in the then newly
independent Ghanaian society. Today, coping with modern technology, a cell-phone is called in Ghana: "I'm-on-the-way!"
Hong Kong
1. Voiceless TH will be replaced by T or F. think > tink or fink,
2. Voiced TH will be replaced by D or V. that > dat or vat
3. L and R sounds are difficult to pronounce, students cannot distinguish the difference between the two sounds. Some will
always use "R" for both sounds, while others will always use "L." glass > grass or grass > glass blew > brew or brew > blew; in
the initial position a sound resembling L will usually replace an R. road > load
4. Chinese has no Z sound; it is replaced with SH or S. zip > ship or sip
5. Words and phrases from Chinese: dim sum (snacks served in Chinese restaurants), gweilo ("ghost person", a European
man)
6. Loan translations from Chinese: dragon boat(a long canoe-like boat raced at festivals)
7. Terms from other languages: amah (Portuguese: a maid)
8. local uses of general words: triad (a secret criminal society)
Hmong
1. Initial B and P have the same sound. bad > bad; pad > bad
2. The TH sound causes difficulty.
3.. Initial voiceless TH becomes T. think > tink
4.. Initial voiced TH becomes D. that > dat
5. The sound of T in the middle of a word will become D. better > bedder
6. The consonants P, T, and K in the final position are replaced with B, D, and G respectively, and become voiced. hip > bib; hit
> hid; sick > sig
Hungarian
1. Some Hungarian vowel sounds have no English equivalents.
2. There is no sound for W in Hungarian. It is replaced with a V sound. want > vant
3. The letter J has a Y sound. January > Yanuary
4. The TH sound causes difficulty in Hungarian.
5. Voiceless initial TH becomes S or T. think > sink or tink
6. Voiced initial TH becomes Z or D. that > zat or dat
7. The letter R is trilled or rolled.
India
1. Voiced and voiceless TH becomes T. three > tree; think > tink
2. The sound P is replaced by B. pig > big
3. The sound W becomes V. want > vant
4. The sound CH becomes SH. cheep > sheep
5. Final consonants are often omitted, especially the G from NG. doing > doin
6. Short vowel sounds cause much difficulty, since the ESL student does not hear the slight variations.
7. The consonants F, Q, V, X, and Z do not exist as separate characters in the Hindi alphabet.
8. Indian English is rhotic, /r/ being pronounced in all positions
9. weak vowels are pronounced as full vowels in such words as photography and student
10. word stress is used primarily for emphasis and suffixes are stressed
11. voiced and voiceless TH becomes T: three > tree; think > tink
12. Voiced and voiceless TH becomes T. three > tree; think > tink
13. the sound P is replaced by B. pig > big
14. the sound W becomes V. want > vant
15. CH becomes SH. cheep > sheep
16. Final consonants are often omitted, especially the G from NG. doing > doin
17. Distinct kinds of pronunciation lead to different kinds of IndE: Bengalis using /b/ for /v/, making bowel and vowel
homophones.
18. Interrogative constructions without subject/auxiliary inversion: What you would like to buy?
19. One used rather than the indefinite article: He gave me one book.
20. Stative verbs given progressive forms: She is having two books.
21. reduplication used for emphasis and to indicate a distributive meaning: He bought some small small things.
22. yes and no as question tags: He is coming, yes?
23. isn't it? as a generalized question tag: They are coming tomorrow, isn't it?
24. reflexive pronouns and only used for emphasis: They live like that only.
Italy
1. /?/+/g/ instead of /?/ in words like sing.
2. TH, which is often pronounced /t/.
3. Schwa insertion after a /t/ in word-final position that gives an Italian’s English a very peculiar accent.
17
© 2002 Steven Donahue
Japanese
1. The letter C may be pronounced as SH. cent > shent
2. The sound W is replaced by V. want > vant
3. Initial V becomes B. vine > bine
4. The TH sound does not occur in Japanese.
5. Initial voiceless TH becomes S. think > sink
6. Initial voiced TH becomes D. these > dese
7. Final TH becomes S. with > wis
8. The L sound is usually replaced by an R type sound. led > red
Korean
1. The TH sound does not occur in Korean.
2. Initial TH becomes D. think > dink; that > dat
3. Final voiceless TH is replaced with S. with > wis
4. Final voiced TH becomes D. smooth > smood
5. The sound L is usually replaced with an R sound. led > red
6. The sound B becomes V. bat > vat
7. The J sound becomes a Z sound. jeep > zeep
8. The H or WH sounds become an F sound. held > feld; white > fight
Nigeria
1. Long vowels or diphthongs are shorter.(e.g.: car /kar/ instead of /ka:r/).
2. Local words (borrowings: e.g. "Na wa!" An interjection used to express positive feelings. Its meaning depends strongly on
context of use and speaker's intonation; e.g.: Na wa for you, that you got that scholarship!)
3. Some initial English expression which went through semantic extension; e.g.: How far or how bodi? (from the human body!)
to mean How are you/ How are you feeling?
Norway
1. /z/, which does not exist in Norwegian. For this reason, some Norwegians have difficulties pronouncing words with voiced s
and use unvoiced s.
2. Long o is normally pronounced /u:/ in Norwegian, while long u becomes /y:/. “Pool” might be heard like /py:l/ in a
Norwegians English.
Polish
1. In the initial position, the letter J will always sound like a Y. January > Yanuary
2. There is no TH sound in Polish.
3. Initial voiceless TH can become T or F. three > tree or free
4. Initial voiced TH usually becomes D. that > dat
5. Final TH can be replaced by S or T. with > wis or wit
6. The letter W becomes V, want > vant
Portuguese
1. CH will sound like SH. cheep > sheep
2. The letter H is never pronounced.
3. Since Portuguese has many nasal sounds, this may cause the ESL student some problems in pronunciation.
Russian
1. English short vowel sounds are very difficult.
2. There is no TH sound in Russian.
3. Voiceless initial TH becomes S. think > sink
4. Voiced initial TH becomes Z. that > zat
5. Voiceless final TH becomes F, S, Z, or T. with > wif, wis, wiz, wit
6. Middle TH becomes Z. father > fazer
7. There is no W sound in Russian. It is replaced by the V sound. want > vant
8. The letter R is rolled or "growled" at the back of the throat.
9. A hard G sound replaces the letter H in foreign words. Ohio > Ogio
Sierra Leone
1. Long and short vowels: e.g.: words like lean, speak, east, beast are all produced with the same sound /i/, as well as the pairs
sleep-slip, beat-
bit; "
2. "Past" is rather pronounced /pass/.
3. /? / is realised in various ways, mostly as the sound is written: e.g.: as [o] in "mother", as [u] in "us", "but", "bus"
4. Ends of word are hardly produced: "old" as /o:l/, find as /fain/.
5. The personal pronoun "yu" for you; e.g.: Yu no fo se(as for meaning: you know). A typical Krio expression is: Aw di wok?
(How is it going?)
Singapore
1. Equal stress on all syllables
2. Intonation has many short tone groups-there is no contrastive stress
3. final consonants are often unreleased, resulting in glottal stops /hi/ for hit
18
© 2002 Steven Donahue
4. final consonant clusters are generally reduced to one spoken consonant: 'juss' for just, 'slep'/'sle' for slept
5. vowels in words like 'take', 'so' and 'dare' are often monophthongs
6. Tendency to omit articles
7. The present-tense inflection -s/
8. The plural inflection -s/
9. The past-tense inflection -ed,-t/
10. Word Order: You have pen or not?/I got three sister./She come from China.
11. 'Already' is used as a marker of completive aspect
12. 'Use to' occurs as a marker of habitual aspect: She use to go to the market. (She goes to the market.)
13. 'Would' is used for future events
14. Direct/indirect objects are preposed: This book we don't have.
15. There is a preference for 'also' over 'too'
16. Chinese particles, such as lah and aa, are a common means of conveying emphasis and emotion: You wait me, aa? (Will you
wait for me?)
17. Words borrowed from regional languages: makan (food).-non-English interjections: ay yaah! (suggest exasperation), che!
(express irritation or regret)
South Africa
1. Tendency to raise vowels such as "a, e, ä" so as to get /de'de/ for daddy.
2. Stress of /r/ in clusters such as /kr, gr,tr, dr/
Spanish
1. There are no voiceless consonant blends beginning with "S"; consequently, an "e" sound will precede these blends. street >
estreet, school > eschool
2. There is no SH sound. It becomes CH. shoe > choe
3. The letters R and RR are formed in the front of the mouth and are trilled.
4. The letter H has no sound. The letter J always carries the H sound as does G before the vowels E or I.
5. The sound TH exists in Spanish, but the letters TH are never used together. D will have the TH sound wherever possible in a
Spanish sentence. In Spanish, Z and C (before E or I ) carry the sound TH.
6. In many cases V will sound like a soft B sound. have> hab
Tagalog
1. The letter V has a B sound. vest > best; vat > bat
2. The letter J has a Y sound. jam > yam
3. S and Z have the S sound. zip > sip; zebra > sebra
4. All words ending in TAIN have the same sound as the ending of the word "maintain." fountain > fountain
5. The TH sound is difficult.
6. Voiceless initial TH sounds like T. think > tink
7. Voiced initial TH sounds like D. these > dese
8. Final TH sounds like T. tooth > toot
9. The letter F has a P sound. fan > pan
Thai
1. Voiced final consonants in English are omitted.
2. Multiple final consonant clusters are impossible.
3. Voiceless consonant blends at the beginning of English words are difficult. ESL students will tend to voice them. stop >
sadop; spend > sabend
4. The TH sound does not exist in the Thai language.
5. Voiceless initial TH becomes T. three > tree
6. Voiced initial TH becomes D. that > dat
7. Voiceless final TH becomes T. with > wit
8. The letter V has a W sound. visit > wisit
9. The letters R and L are interchanged because they sound the same. free > flee; fly > fry
10. CH sounds like SH. cheep > sheep
Turkish 1. There are no initial consonant clusters in Turkish.
1. Insert a vowel before or after the S. store > istore or sitore
2. The TH sound does not occur in Turkish.
3. Voiceless initial TH becomes S or T. thin > sin or tin
4. Voiced TH becomes Z or D. that > zat or dat
3. The letters V and W are confusing. V is especially difficult to produce before vowels.
4. W is replaced by oo as in noon. white > ooite
5. Words ending in B, D, or G will be substituted with P, T, or K respectively. nab > nap; lid > lit; pig > pik
6. Where P, T, or K occur in the middle of a word, B, D, or G will be substituted. dipper > dibber; butter > budder; bicker >
bigger
Vietnamese
1. Pronunciation may be choppy for ESL students because the English language has so many words of more than one syllable.
2. The TH sound is difficult.
3. Voiceless initial TH can become T or S. think > tink or sink
19
© 2002 Steven Donahue
20
© 2002 Steven Donahue
There are about 29 consonants in English. Consonants cannot be made alone, but only
with nearby vowels. For example, you cannot make just the B sound without saying BEE
or EBB or something like that. The 21 Consonant letters in the English alphabet are B,
C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, W, X, Z, and sometimes Y . But the letter Y
can stand for the consonant [j] in "yes" or for the vowel [i] in "myth.”.
With only 21 English alphabet consonants, but 29 sounds in English, we need to use a
special alphabet to refer to all of the sounds. This alphabet is the IPA or International
Phonetic Alphabet. You will notice that it does not have, for example, a C because a C
either sounds like a K or an S.
Some Consonants can also act as vowels at times. For example, in the word “mit,” the m
is a true consonant, but in the word “prism,” it acts as a vowel.
21
© 2002 Steven Donahue
ENGLISH CONSONANTS
No. IPA Examples
1. p English pen
2. b English but
3. t English two
4. d English do
5. tʃ English chair, nature
6. dʒ English gin, joy
7. k English cat, kill, queen
8. g English go, get
9. f English fool, enough
10
.
v English voice
11
.
θ English thing
12
.
ð English this
13
.
s English see, pass , city
14
.
z English zoo, roses
15
.
ʃ English she, sure, emotion
16
.
ʒ English pleasure
17
.
h English ham
18
.
m English man
19
.
n English no
20
.
ŋ English singer, ring
21
.
l English left
22
.
ɫ English milk “Dark L”
23
.
r English run, very
22
© 2002 Steven Donahue
24
.
ɾ US English better
25
.
w English we
26
.
j English yes
27
.
ʔ bottle
28
.
ʍ what
I work for one of the most powerful men in America. His initials are GB. As you know,
there is a brewing crisis over North Korea. In major addresses, my boss keeps calling
that region “The Korean Peninsular.” But when he says Peninsular, it sounds like “Ben’s
-SHOE-lar”—an embarrassment for sure. Keep in mind that my boss has his finger on
the button, and I don’t want him to go ballistic. The North Koreans have been translating
his speeches as Ben’s Shoe and are becoming extremely belligerent at the continuing
verbal insult. How can I help him out linguistically and prevent WWIII?
Ben’s Shoe
23
© 2002 Steven Donahue
Your boss is probably taking the rule for words like “Ensure” and “Insure” where
the initial vowel plus the N sound is followed by a SH sound. He is also mixing up the B
and P sounds. Possibly, the word INSURE or ENSURE is on the tip of your boss’ tongue,
and is interfering with the target word: Pennisula, where the S is used instead of SH. He
or she should practice these words:
Bush Bash
Insert Insure it
Insulate He’s sure late
George Gorge
She Sea
Shrew Sue
Perhaps all diplomatic communications in this hot spot should be prefaced with
the proverb “The apple does not fall far from the tree.” By the time they translate this, a
major diplomatic controversy should be averted.
Dr. Pronunciation
CONSONANTS
1. /p/
DIRECTIONS
24
© 2002 Steven Donahue
WORDS
COMPARISONS
25
© 2002 Steven Donahue
2. /b/
My husband, who is of Hispanic extraction, keeps confusing words like “Pea” and
“Bee”. Actually, all of his “Ps” sound like “Bs.” I feel like I am living in an I Love Lucy
episode. Please help us with this embarrassing speech pattern.
P-Less in Detroit
Dear P-Less,
This is a common problem with speakers whose first language is Spanish. Hold up a
piece of paper and say the word “ Pea”. There should be a breath of air that moves the
paper. (Don’t cheat and shake the paper with your hand!) Now, have your husband try it
with this series of words:
Pete Beat
Pill Bill
Pan Ban
Poor Boor
Pet Bet
. Counsel him that there needs to be a burst of air with the English P at the
beginning of the word. For everyone he gets right, give him a kiss. For everyone he gets
wrong, blow on his cheek.
Dr. Pronunciation
26
© 2002 Steven Donahue
DIRECTIONS:
WORDS
COMPARISONS
27
© 2002 Steven Donahue
3. /t/
DIRECTIONS:
28
© 2002 Steven Donahue
WORDS
COMPARISONS
29
© 2002 Steven Donahue
63. /d/
DIRECTIONS:
WORDS
30
© 2002 Steven Donahue
dean diyn
dill dIl
dents dEnts
heeding hiydIÎ
bidder bId@r
rending rEndIÎ
bead biyd
Sid sId
said sEd
COMPARISONS
64. /k/
DIRECTIONS:
31
© 2002 Steven Donahue
WORDS
COMPARISONS
32
© 2002 Steven Donahue
65. /g/
DIRECTIONS:
1. Relax the lower jaw
2. Open the mouth slightly.
3. Raise the back of the tongue towards the roof of the mouth
4. Stop the air stream
5. Quickly drop the tongue and release the air.
6. Vibrate the vocal chords.
WORDS
COMPARISONS
33
© 2002 Steven Donahue
66. /T/
DIRECTIONS
34
© 2002 Steven Donahue
WORDS
COMPARISONS
/T/ Phonetic /D/ Phonetic
theme Tiym thee Diy
arithmetic @rITm@tIk rhythm rIDIm
teeth tiyT teethe tiyD
thatch T{T that D{t
catheter k{T@t@r gather g{D@r
bath b{T bathe beyD
thigh Tay thy Day
oath’s owTs oaths owDz
thousand TowZ@nd thou Daw
When I met Larry at a “straight” party 10 years ago, I knew that he was gay like me
because of his charming “gay lisp.” Now that we have adopted a 2 year old baby girl
from China, I am terribly afraid that our young daughter will grow up imitating his
speech, and be marked for life. Now, I shudder every time he lisps in front of our child.
What can I do to get his speech back to ‘normal?’
Lisping in Manhattan
Dear Lisping,
35
© 2002 Steven Donahue
This Sis
So Special Not: ssso sspecial
Shake Not: with “T” ‘Take’
So Gorgeous Not: sooo gooorgeous
Fabulous Ffffabulous
But, you shouldn’t be overly concerned about your daughter’s speech. Children
before puberty will invariably adopt the language that they are in contact with in pre-
school onwards, so you shouldn’t worry too much. Of course, there is more to Gay
speech than just the lisp, so here is your checklist:
67. /D/
DIRECTIONS:
36
© 2002 Steven Donahue
WORDS
COMPARISONS
37
© 2002 Steven Donahue
68. /s/
DIRECTIONS:
WORDS
38
© 2002 Steven Donahue
policing p@liycIÎ
obese owbiys
Sioux suw
Macy meysiy
rejoice r@DOyc
moose muws
bets bEts
sinks sI Îks
COMPARISONS
69. /z/
DIRECTIONS:
39
© 2002 Steven Donahue
WORDS
COMPARISONS
40
© 2002 Steven Donahue
70. /S/
I have been happily married to Fidel in Miami for three blissful years. Problems started
when he lost his job last year. He has been thus far unsuccessful in finding a new one. I
think the problem is his heavy Cuban accent. He mixes up his J and Y sounds: he says
that he is looking for a “Yob” and tried the “Majors” office (Mayor). I need some
emergency measures to cure his accent. What can I do?
Yob-less in Miami.
Dear Yob-Less,
First, try a little compassion and tolerance for a foreign accent. In many cases, Americans
find an accent exotic, interesting or sexy. Discriminating based on accent is illegal, so if
he has lost a job due to that, seek legal counseling. Have him practice this series of
words, shouting them in the bathroom (with the door closed), as loud as he can:
- --
Rich Reach
Rich Ridge
Age Edge
Wretch Ratch
Job Profession; Position; Opening
Dr. Pronunciation
This consonant is a voiceless palato-alevolar fricative continuant.
DIRECTIONS:
1. Relax lower jaw
2. Raise tip and blade of tongue to gum ridge without touching it
3. Touch sides of tongue to upper teeth.
4. Arch front of tongue
5. Direct breath over tip of tongue in a narrow stream
6. Keep lips neutral
7. Do not vibrate vocal chords.
41
© 2002 Steven Donahue
WORDS
COMPARISONS
42
© 2002 Steven Donahue
71. /Z/
DIRECTIONS:
1. Relax lower jaw
2. Raise tip and blade of tongue to gum ridge without touching it
3. Touch sides of tongue to upper teeth.
4. Arch front of tongue
5. Direct breath over tip of tongue in a narrow stream
6. Keep lips neutral
7. Vibrate vocal chords.
WORDS
43
© 2002 Steven Donahue
gendarme Zandarm
leisure liyZUr
vision viyZ@n
regime r@Ziym
prestige pr@stiyZ
camouflage k{m@flaZ
beige beyZ
COMPARISONS
72. /h/
DIRECTIONS
44
© 2002 Steven Donahue
WORDS
73. /y/
45
© 2002 Steven Donahue
46
© 2002 Steven Donahue
she pronounces “Beach” to rhyme with “Pitch” (as in the female dog) and calls our
favorite sport “Roller Bleeding.” I’m at the end of my linguistic rope. What can I do to
cure her speech faux pas?
- --
Dear No Blood,
Your girlfriend has a vowel “problema”. She does not discriminate the long EE sound
from the short I sound. Have her practice these words:
Rip Reap
Pip Peep
Crypt Creep
Fist Feast
Pit Pete
You should encourage her to use synonyms for words she has not yet conquered in
English: Seashore, Ocean, etc. If that fails, remember that The Greek orator
Demosthenes had a lisp. Legend has it that he put pebbles in his mouth, went to the beach
and screamed as loud as he could over the ocean’s roar. That might be a fun thing for you
to do.
---
DIRECTIONS:
47
© 2002 Steven Donahue
WORDS
young y@®
yowl yawl
reuinion riyuwny@n
Dracula dr{kyul@
COMPARISONS
48
© 2002 Steven Donahue
74. /w/
I’ve fallen in love with a Brazilian man, and we are now engaged. I am returning with
him to make introductions to my family that lives in Wisconsin. But I’m afraid that the
visit is going to explode in my face because my father is a stuffy English teacher and a
pronunciation maven. Yet, Erico, my lover is unable to say even the word “Wisconsin”
correctly—it sounds like “Vees-Coe-Sin.” Please give me some emergency advice for his
accent and save my wedding day!
Tongue-tied in Rio.
---
Dear Tongue-Tied,
Pardon the expression, but your primary accent should be on nurturing your budding
relationship by instilling confidence into your lover as he crosses over to another culture.
Portuguese, the language of Brazil, happens to not have a W sound, so Erico is probably
substituting the U sound—or something in between a U and a V. In addition,
Portuguese is very nasal, while American English is not—so he is probably passing over
the N sound in the middle of the word. Sit down with him and show him how to make a
full W sound. Put your hands on his face so that he says it fully—“Double U” and “Wah
Wah Wah” like a baby. Then blind fold him and say these words:
Wheel Veal
Whale Vail
Worse Verse
Wet Vet
We “V”
Womb Voom
49
© 2002 Steven Donahue
Then have him lift his right hand if he hears a W; Left for V. If his score is over 50%--
give him a passionate kiss and get on to the altar.
This consonant is a voiced bilabial consonant glide.
DIRECTIONS:
1. Relax the lower jaw
2. Rest tongue behind lower teeth
3. Round lips
4. Arch back of tongue as for vowel sound /uw/
50
© 2002 Steven Donahue
WORDS
COMPARISONS
w Phonetic ÷ Phonetic v Phonetic
we’ll wiyl wheel ÷iyl veal viyl
witch wIT which ÷IT vale veyl
wit wIt whit ÷It vim vIm
women wIm@n whim ÷Im vim vIm
worse w@rs when ÷En verse v@rs
weed wiyd wheat ÷iyt Vedic viydIk
wet wEt whet ÷Et vet vEt
why way whine ÷ayn vine vayn
wile wayl while ÷ayl vile vayl
51
© 2002 Steven Donahue
75. /÷/
Screwed-in-Miami
- --
Dear Screwed,
Actually, you are not “screwed.” Your president is using the wrong vowel for this word.
Instead of using OW, he is using the short vowel , UH. The best synonym for this word
is, perhaps, “Concentrate.” In addition, you can try mis-pronouncing this word in front of
him several times, nonchalantly, and see if he subconsciously picks up on it. If he needs
some practice words, suggest these:
- --
52
© 2002 Steven Donahue
DIRECTIONS:
WORDS
COMPARISONS
53
© 2002 Steven Donahue
76. /f /
DIRECTIONS:
54
© 2002 Steven Donahue
WORDS
COMPARISONS
f Phonetic v Phonetic p Phonetic
fee fiy vee viy pea piy
fat f{t vat v{t pat p{t
fast f{st vast v{st past p{st
few fyuw view vyuw pew pyuw
coffee cafiy covey k@viy copy kapiy
loaf lowf loave lowv lope lowp
scarf skarf carve karv carp karp
Sheaffer Sef@r shaver Seyv@r shaper Seyp@r
woeful wowf@l oval owv@l opal owp@l
77. /v/
DIRECTIONS:
1. Let lower jaw hang relaxed.
2. Touch tongue to back of lower teeth.
55
© 2002 Steven Donahue
WORDS
COMPARISONS
56
© 2002 Steven Donahue
78. /m/
DIRECTIONS
WORDS
57
© 2002 Steven Donahue
COMPARISONS
/m/ Phonetic /b/ Phonetic
me miy bee biy
match m{T batch b{T
mud m@d bud b@d
moo muw boo buw
maul ma@l bawl bawl
mob mab bob bab
jamming D{mIÎ{ jabbing j{bIÎ
cam k{m cab k{b
tum t@m tub t@b
79. / n/
DIRECTIONS:
58
© 2002 Steven Donahue
WORDS
COMPARISONS
80. /l/
59
© 2002 Steven Donahue
DIRECTIONS:
WORDS
COMPARISONS
60
© 2002 Steven Donahue
81. /Î/
61
© 2002 Steven Donahue
DIRECTIONS:
WORDS
COMPARISONS
62
© 2002 Steven Donahue
82. / tS /
DIRECTIONS:
1. Let the lower jaw hang relaxed
2. Have the upper and lower teeth almost touch
3. Blend a quick /t/ sound followed by /S/
4. Arch front of tongue
5. Direct breath over tip of tongue in a narrow stream
6. Protrude the lips slightly
7. Do not vibrate vocal chords.
WORDS
63
© 2002 Steven Donahue
wretch wrET
catch k{T
birch b@rT
much m@T
blotch blaT
aitch eyT
coach kowT
COMPARISONS
83. /D S /
64
© 2002 Steven Donahue
WORDS
COMPARISONS
84.
/ r/
"
This consonant is a voiced post-alveolar fricative continuant.
DIRECTIONS:
METHOD I METHOD II
65
© 2002 Steven Donahue
66
WORDS
COMPARISONS
85. /à /
This consonant is a voiced lateral continuant. It is called “dark l”. When /l/ follows a vowel, as in ball /baà/, the tongue has more
contact with the upper teeth and has a different characteristic than intial /l/.
DIRECTIONS:
COMPARISONS
DIRECTIONS:
1. Tighten vocal cords
2. Close the glottis
3. Cut off the flow of air for an instant.
WORDS
COMPARISONS
87. /Q/
DIRECTIONS:
1. Briefly touch the gum ridge with the tongue.
WORDS
butter b@Q@r
COMPARISONS
These consonants are syllabic consonants. They function as a syllable without an accompanying vowel. They occur when a syllable
ends in /t/,/d/,/n/, or/l/ and the next syllable is unstressed and contains an /l/ or /n/.
DIRECTIONS:
1. Bring tongue in contact with gum ridge
2. Force the tongue to remain in contact
3. Make the following /l/ or /n/ sound.
.
WORDS
COMPARISONS
89. / t9/ /d/ These consonants are dentalized consonants. They are formed when /t/ or /d/ are produced with the
9 9
tongue resting on the back of the front upper teeth rather than on the alveolar ridge (gum ridge).
WORD PHONETIC SPELLING
teen tiyn
till tIl
tents tEnts
heating hiytIÎ
bitter bIt@r
renting rEntIÎ
beat biyt
sit sIt
set sEt
Vowels
VOWELS
Vowels are produced by the continual vibration of the vocal cords. The air is allowed to escape the mouth without interruption.
US
ɑ father
i see
ɪ city
ɛ bed
ɜ˞ bird
æ bad, cat
ɑr arm
ʌ2 run, enough
ɑ not, cough
ɔ law , caught
ʊ put
u soon, through
ə1 about
US
e(
day
ɪ)
aɪ my
oɪ boy
o(
no
ʊ)
aʊ now
ir near , here
er hair, there
ur tour
ju pupil
44. /iy/
This is the highest front vowel in English.
DIRECTIONS
1. Press the sides of the tongue against the upper bicuspid (two-pointed) teeth and the roof of the mouth.
2. You may press the tip of the tongue against the cutting edge of the lower front teeth.
3. The upper and lower teeth almost touch.
4. The lips spread, almost in a tight smile.
5. Air escapes between the narrow opening of the tongue and front teeth.
6. The muscle under your jaw is somewhat tight.
COMPARISON
45. /I/
DIRECTIONS
46 /ey/
Down and back of /I/ is the vowel /ey/. This vowel is really a diphthong and is its diphthongization is greatest in final position,
when followed by a voiced consonant, or when pronounced with a slide at the end of an intonation unit.
DIRECTIONS
Caesar's/ scissors
Scenically/ cynically
Cervices/ services
Forefeet/ forfeit
Liter/ litter
lever /liver
Parsees/ passes
Reason/ risen
re-sole/ rissole
Streaked/ strict
Treacle/ trickle
Tureen/ Turin.
47. /EI
DIRECTIONS
COMPARE:
assist
assessed
cinder
sender
innovate
enervate
listening
lessening
livid
levied
middle
medal
sickened
second
symmetry
cemetery
DIRECTIONS:
breezier brassi`ere
diesels dazzles
greenery granary
keyless callous
seaman salmon
seedling saddling
DIRECTIONS:
COMPARE:
While /i/ is the highest vowel possible at the front of the mouth, /u/ is the highest vowel at the back of the mouth. After the
sound begins, there is an upward and backward glide of the tongue.
DIRECTIONS
COMPARE
51. /U/
DIRECTIONS
1. The lips are rounded but less than for the vowel /u/
2. The tips of the lower teeth are close to the upper teeth.
3. The back of the tongue is slightly arched but not as high as /u/
4. The back of the tongue may just touch the upper tooth ridge
5. The muscle under the jaw is relaxed
COMPARE
/uw/ Phonetic /U/ Phonetic /@/ Phonetic
rude ruwd book bUk alive @laiv
blew bluw wolf wUf sofa sOf@
do duw could cUd telephone tEl@fown
ooze uwz pull pUl possible pas@b@l
soup suwp cook cUk oppose @powz
shoe Suw sugar sUg@r Confucius k@nfyuS@s
threw Truw Brooklyn brUklIn labyrinth l{b@rInT
shampoo Sampuw hood hUd national n{S@n@l
kangaroo kaÎ@ruw spook spUk chorus kOr@s
51. /ow/
This vowel consists of two sounds: an initial “o” sound and a “w” sound at the end.
DIRECTIONS
COMPARISON
/uw/ Phonetic /O/ Phonetic /ow/ Phonetic
rude ruwd all Ol bethroth b@TrOT
blew bluw draw drO drove drOv
do duw flaunt flOnt bowl bOwl
ooze uwz ball bOl tone tOn
soup suwp ought Ot gnome nOm
shoe Suw awe O vogue vOg
threw Truw jawed DOd abode abOd
shampoo Sampuw thought TOt woe wO
kangaroo kaÎ@ruw sausage sOs@D toe tO
53. /O/
This back vowel is second lowest back vowel. The lowest is /a/. However, the lip position for /a/ entails more widening of the
lips.
DIRECTIONS:
COMPARISON
54. /ay/
This diphthong begins as the /a/ vowel and moves upward towards /iy/.
DIRECTIONS:
COMPARISON
This diphthong begins as the /a/ vowel and moves upward and backward toward /U/.
DIRECTIONS:
COMPARISON
Directions:
1. Relax the lower jaw.
2. Place the tip of the tongue behind the lower front teeth.
3. Arch the front of the tongue forward and low for the first sound /O/
4. Glide the tongue towards the weak second element /iy/
5. During this glide move the jaw from open to almost closed.
6. Move the lips from a relaxed position to a round position
COMPARISON
DIRECTIONS
COMPARISON
58. /@r/
This vowel is the combination of two sounds. The initial sound is very short and barely heard. Nonphonemic variants of this
sound occur in spoken English: [bÅd] stressed and followed by r, and [faD2] unstressed and followed by r.
DIRECTIONS
COMPARISON
59. /ö/
COMPARE
STRESS
Stress results when a syllable is given extra energy. The extra energy may be from a change in pitch or energy or both. The extra
emphasis makes the syllable stand out.
Stress is sometimes called accent. Generally, English tries to avoid having stresses too close together. There is a tendency in English
for the stresses to occur at regular intervals even if this “violates” the stress pattern of a certain word said in isolation. This tendency to
keep regular intervals is called rhythm. Primary stress is indicated by /2/ (AIGU) and secondary stress is shown by /1/.(GRAVE)
The ten most frequent words ( 25%) in written and spoken English include: the, of, and, to, a, in, that, it, is, and I. These words are
usually unstressed, unless said in citation form or in isolation. These common words tend to be reduced and pronounced as the weak
forms-- /@/ , / I/ , or / U/.
Word Stressed Form Weak Form Example
A /ey/ /@/ In a train.
An /{n/ /@n/ Shoot an arrow
And /{nd/ /@n/ You and I
Are /ar/ /@r/ Who are you?
Can /k{n/ /k@n/ She can go.
Had /h{d/ /@d/ They had to leave.
Has /h{z/ /@z/ She has to speak.
Have /h{v/ /@v/ You have to come.
Of /av/ /@v/ Two of us
Or /Or/ /@r/ Win or lose
That /D{t/ /D@t/ I saw that.
The /Diy/ /D@/ or /Di/ On the shelf
To /tuw/ /t@/ or /tU/ Ten to two
was /waz/ /w@z/ It was fun
About 75% of two-syllable words are accented on the first syllable. For words derived from German, many are stressed on the first
syllable. Of the 1,000 most frequent words in English, about 83% are of Germanic origin. Primary stress is indicated by /2/ (AIGU)
and secondary stress is shown by /1/.(GRAVE)
Approximately 25% of English words are stressed on the second syllable. Most of these words begin with a prefix. Most of these
words are accented on the second syllable.
Compound nouns usually have primary accent on the first part and a secondary accent on the second portion.
Unlike compound nouns, compound verbs usually receive secondary stress on the first element and primary stress on the second
component.
33. PRONOUNS
34. NUMBERS
Numbers which end in –teen may receive stress on either syllable. However, for clarity it is recommended to place the stress on the
last syllable.
There is a large group of words which may be used as either nouns or verbs. A difference in stress indicates a difference in usage.
Many polysyllabic words in English ending in –ate can be used as an adjective, noun, or verb. If these words are used as an adjective
or a noun, the vowel of the ending is left unstressed and pronounced as /I/ or /@/ . If they are used as a verb, the ending is given
secondary stress and pronounced as the vowel /ey/.
Phrasal verbs consist of two or three words. They are composed of verbs followed by adverbial particles and/ or prepositions.
Prepositions in phrasal verbs are unstressed. The verb is always stressed. However, the particles following the verb are stressed while
the prepositions are unstressed.
PATTERN ONE
VERB STRESS PREPOSTION PHONETIC SPELLING
LOOK at lU2k{t
TALK about tO2k@bowt
DisPENSE with dIspE2nswIT
ApPROVE of @1pru2v@v
PATTERN TWO
FIGure OUT fI2gy@row2t
DROP OFF dra2pa2f
TAKE Over tey2kow2v@r
LOOK BACK lU2kb{2k
PATTERN THREE
RUN aWAY with r@2n@we2I
WALK OUT on wO2kow2t
TALK DOWN to tO2kdaw2n
GET aHEAD of gE2t@hE2d
38. ADDED SUFFIX
When a suffix is added to a word, the new form is generally stressed on the same syllable as the basic word.
Words ending in :
--ition --ical
--sion -- ity
--ic ---graphy
usually have stress on the syllable preceding the ending.
Word stress and sentence stress combine to create rhythm in English. Rhythm is the regular beat of stressed syllables, unstressed
syllables and pauses. The length of an utterance depends not on the number of syllables but on the number of stresses.The following
sentences differ in their number of actual syllables, but are equivalent in the number of stresses. Even though the sentences are getting
longer, the time that it takes to say each one is about the same.
Content words are words that usually carry information and have a meaning in themselves. Content words are usually stressed.
Function words signify grammatical relationships and have little or no meaning by themselves. They are usually unstessed unless the
speaker wants to give them some special emphasis.
Rhythm consists of the alternation of stressed syllables, unstressed syllables, and pauses. Almost every sentence has a pause in it when
spoken. So a thought group is a portion of a sentence set off by pauses. Usually, the pauses are indicated by a “/”.
TO CLARIFY
When the wind blows / the cradle will rock
TO EMPHASIZE
Truthfully, / I’m not sure I believe you.
TO BREAK UP A LONG SENTENCE
Intonation Type The professorDescription
wrote a very
of long paper Pattern
Intonation that involved / some intricacies of pronunciation.
2. WH-QUESTION Questions that begin with WH- (What, Who, etc.) have a FALLING pattern.
3. YES-NO QUESTION General Questions that can be answered with a Yes or No usually rise HIGH.
Intonation Patterns in English
4. ECHO QUESTION WH- Questions that rise HIGH mean “Is that really what you said” or “Repeat that.”
5. COMPARISON Both items of a Comparison rise HIGH. One may rise Higher than the other.
6. SUSPENSE If the first part of a sentence end in a rising HIGH pattern, this creates SUSPENSE
7. SERIES (AND) A SERIES of items with AND has the first two items rise HIGH, and the last item
FALLS.
8. ALTERNATIVE QUESTION (OR) ALTERNATIVE Questions with OR that have one item HIGHER than the other require a
choice between the items by the listener.
9. DOUBLE YES-NO QUESTION (OR) DOUBLE YES-NO questions have equally rising HIGH notes on the two items. The
speaker does not necessarily want the listener to choose between the two items.
10. DIRECT ADDRESS In DIRECT ADDRESS, the speaker starts off on a LOW note and the goes up to a HIGH
note.
11. TAG QUESTION--REAL REAL TAG QUESTIONS end with rising HIGH intonation and words such as “Aren’t
you?” and should be answered.
12. TAG QUESTION--RHETORICAL RHETORICAL TAG QUESTIONS end with falling LOW intonation and words such as
“Aren’t you?” and should NOT be answered.
13. FOCUS FOCUS on a particular word in a sentence is indicated by a HIGHER pitch on the word.
14. PERFUNCTORY PERFUNCTORY intonation barely rises HIGH before it FALLS and indicates a lack of
Enthusiasm.
15. ENTHUSIASM ENTHUSIASTIC intonation rises very HIGH before FALLING. It indicates genuine
excitement.
16. COAXING COAXING begins on a HIGH note, comes down to a LOW note, then rises to a
NORMAL note.
17. IRONY IRONY can be indicated when a Yes-No question begins on a NORMAL note, rises to a
HIGH note, then returns to a NORMAL note.
18. SHOCK SHOCK is indicated by an EXTRA HIGH note on the adjective or adverb that makes the
sentence more intensive.
19. SURPRISE SURPRISE is indicated by an EXTRA HIGH note
on the adjective or adverb that makes the sentence more intensive.
20. APPROVAL APPROVAL is indicated by an EXTRA HIGH note on the adjective or adverb that makes
the sentence more intensive.
21. PLACE NAMES PLACE NAMES have HIGH notes on both items.
23. MEANING SHIFT MEANING SHIFT can be indicated by the placement of the HIGH intonation in the word
or words.
24. DETERMINED DETERMINATION can be indicated by a series of downward FALLING intonation
slides.
INTONATION:
Intonation involves pitch: stretched vocal cords make for higher pitch; relaxed vocal
cords for lower. Pitch can convey additional meaning to speech. Some of these additional
Meanings may simply reflect the lexical information or personal characteristics of the
speaker such as surprise or anger. Others can signal grammatical information: a question,
a rhetorical question, or a statement that is final. Pitch can change during an utterance and
produce different tones. If the change in these tones takes place between syllables, it is
called a shift. If it takes place within a syllable, it is called a slide. Intonation patterns are
not necessarily fixed, but can vary from speaker to speaker.
1. STATEMENTS
Simple statements of facts or Declarative sentences usually have falling intonation at the
end of the sentence.
2. WH- QUESTIONS
Questions that begin with interrogative words such as what, who, which, why , when ,
where, and how have a falling pattern at the end of the word.
3. YES-NO QUESTIONS
General questions that may be answered with a yes or no usually rise at the end of the
utterance.
4. ECHO QUESTIONS
Pronouncing a Wh-question with a rising intonation creates an Echo Question. An echo
question seems to ask: “Is that really what you said?” or “Could you repeat that?”
With this intonation pattern, two ideas are being compared and receive a higher pitch.
Usually, one item is given an extra high note. It does not seem to matter which item gets
the extra emphasis.
.
6.IMPLICIT CONTRASTS
When a sentence is divided into two thought groups (or more), each thought group has its
own intonation pattern. If the end of the group is a rising-falling pattern—up to a high
note on the final stress, then down to a low note—then the two sentences are distant or
almost separate thoughts.
DISTANT
CLOSE
If the group ends on a high note on its final stress, then returns to normal, there is more of
a connection between the two sentences.
SUSPENSE
If the beginning group ends with a rising pattern, this will create suspense.
8. SERIES WITH AND
There is a rising pattern of intonation on all members except the last. On the last item
there is rising-falling intonation.
9. ALTERNATIVE QUESTIONS
Alternative questions require a choice. One of the items must be on an extra high note. It
does not seem to matter which one.
10. ALTERNATIVES WITH OR
The first and second items of the utterance have rising intonation. The last item has rising
–falling intonation. This indicates that the items are intended to be heard as a sequence of
items.
With this type of intonation pattern, the speaker does not necessarily want the listener to
make a choice between the two items mentioned. The pattern can either have rising
intonation at the end or can have a series of rising intonations.
12. DIRECT ADDRESS
Direct address requires starting off on a low note and then rising. Direct address may also
come at the end of a sentence.
13. TAG QUESTION REAL.
Tag questions begin with words such as aren’t you and will he or she. If the tag is
pronounced with a rising pattern, it is a genuine question.
Tag questions begin with words such as aren’t you and will he or she. If the tag is
pronounced with a rising-falling pattern, it is not a genuine question.
Your’re hungry, aren’t you?
15. FOCUS
Attention is focused on the word in a thought group by singling it out with a higher pitch
note occurring on the syllable of that word.
Was it you who baked the cake?
I took the new course. (Did you take the course, or skip it?)
I took the new course. (Did you take the old course or the new one?)
16. PERFUNCTORY
Coaxing or Persuading intonation begins on a high note, comes down to a low note, and
then rises to normal at the end of a sentence.
19. IRONY
When a Yes-No question begins on a normal note, then rises to high on the last sentence
stress, and returns to normal usually indicates irony.
20. SHOCK
Shock can be indicated by an extra high note that seems to intensify the force of the
adjective or adverb.
21. SURPRISE
Surprise, like shock puts an extra high note on the word that is important.
22. APPROVAL
New information tends to take special intonation attention. In English, the new
information tends to have higher pitch and is located at the end of the sentence.
25. MEANING SHIFT
Nominal compounds and sequences of individual words can be distinguished with the
high note that falls on the last sentence-stress.
26. SLIDE
If the last sentence-stress and the high note come on the very last syllable, the intonation
pattern is a slide or glide rather than a shift.
25. DETRMINED
With Determination, a separate stress and a downward slide is given to every word.
LINKING
Linking is the connecting of a final sound of one word or syllable to the initial sound of the next word.
If a word ends in a tense vowel or a diphthong and the next word or syllable begins with a vowel, a /y/ may be inserted.
If a word ends in a tense vowel or a diphthong and the next word or syllable begins with a vowel, a /w/ may be inserted.
If two low tense vowels that do not end in a glide occur, a glottal stop may be inserted between them.
128
93. Linking and /r/ insertion
If two low tense vowels that do not end in a glide or after /@/, some speaker add an intrusive /r/ sound.
If a word or syllable ends in a single consonant and is followed by a word with a vowel, the consonant is produced as if it belonged to
both words.
If a word ends in a consonant cluster and the next word begins with a vowel, the final cluster is sometimes pronounced as part of the
following syllable.
129
If two identical consonants are next to each other, the single consonant is elongated and not just produced twice.
DELETION
• If a word has /nt/ between two vowels or before syllabic /l/ ,it can be deleted.
• If a word has /t/ or /d/ as the second members of a triple cluster, it can be deleted.
130
99. Deletion in Final Position
If a word ends with /t/ or /d/ in a cluster, and the following word begins in a consonant,
/t/ or /d/ may be deleted.
Exceptions:
1. If the second word begins with a /w/, /h/, /y/, or /r/ there is no deletion.
2. In some consonant cluster ending with /nt/ ,/lt/, /rt/, or /rd/ there is no deletion.
If a multisyllabic word has an unstressed medial vowel /@/ or /I/ following a stressed syllable, they can optionally
drop out.
131
chocolate tSa2wkl@t
every E2vriy
history hI2striy
vegetable vE2gt@b@l
laboratory la2br@tOriy
different dI2frEnt
beverage bE2vr@dZ
emerald E2mr@ld
If a word begins with an unstressed vowel or syllable, it may be deleted in informal speech.. This is also called aphesis.
If a word contains two /r/ sounds, the second /r/ is sometimes deleted.
132
104. Deletion of initial /h/
Assimilation
If one sound causes changes in a neighboring sound, this is called assimilation. It can occur in words or between words.
If the first sound affects the following sound, this is known as progressive assimilation.
133
5. /t/ is devoiced to /t/ by the /S/
6. /s/ is voiced to /t/ by vowel /I/
7. /d/ affects /t/
In regressive assimilation, the second sound influences the characteristics of the first sound.
In coalescent assimilation( or palatalization), two sounds come together to create a third sound.
134
1. issue ISuw
2. pleasure plEZy@r
3.stature st{tSy@r
4. He lets you talk hiylEtSyuwtOk
5. procedure prowsiydZy@r
6. She needs your advice SiyniydZy@r{dvays
EPENTHESIS
109. Epenthesis
1. schwa inserted
2. schwa inserted
3. /t/ inserted
4. /t/ inserted
5. /t/ inserted
6. /p/ inserted
110. Dissimilation
Dissimilation occurs when two adjacent sounds become more different from one another.
Steven Donahue
135
Teachers have all lamented the crazy arbitrariness of English spelling and pronunciation. In “My Fair Lady,” George
Bernard Shaw pled for spelling reform with the word 'GHOTI" arguing GH as in "rough" + O as in "women" +TI as in "nation" =
GHOTI = "fish." In the same vein, here are some poems which can be used in the language classroom to understand the spoken
patterns of English.
THE CHAOS
136
I will teach you in my verse
Sounds like corpse, corps, horse, and worse.
I will keep you, Suzy, busy,
Make your head with heat grow dizzy.
Tear in eye, your dress will tear.
So shall I! Oh hear my prayer.
Pray console your loving poet,
Make my coat look new, dear sew it.
137
We say hallowed, but allowed,
People, leopard, towed, but vowed.
Mark the differences, moreover,
Between mover, cover, clover;
Leeches, breeches, wise, precise,
Chalice, but police and lice;
Camel, constable, unstable,
Principle, disciple, label.
OUGH
138
He say, "Not coo, but in zat word
O-u-g-h is `off.'"
O sacre bleu! Such varied sound
Of words make me hiccough.
By Steven Donahue
Story and verse are a primary way that English children absorb the linguistic lessons
of their first language. Embedded in the seemingly simple rhymes are complex
language patterns about intonation, rhythm, stress, and individual vowels and
consonants. In this paper, the various ways that Mother Goose Rhymes can be used
in the English as a Second Language (ESL) classroom are explored. By pointing out
these linguistic phenomena to ESL learners, they will be better able to sort out the
seeming inconsistencies of what they are hearing in the real English speaking world.
Practice of P, T, K
[rule: difference between voiced and voiceless stops and aspiration of initial voiceless
stops]
With Pat-a-Cake, the student is told to focus on pronouncing the voiceless stop series :
P, T, K. The student is shown how P is pronounced fully in the front of the mouth with
both lips ; T is pronounced with the tip of the tongue touching just behind the front teeth;
and K is pronounced with the back of the tongue touching the roof of the mouth. For
most students it is not necessary to invoke the precise terminology such as bilabial,
alveolar, or velar. The student is told to focus on the voiceless pattern of the sounds P, T,
K as compared to their twin voiced sounds B, D, G.
139
A second pattern that can be demonstrated with this rhyme is the aspiration
that occurs after the voiced stops P, T, K. Students can hold a piece of paper close to their
lips while reciting the poem and watch the paper move from the aspirated air.
Linking
[ rule: If a word or syllable ends in a single consonant and is followed by a word with a
vowel, the consonant is produced as if it belonged to both words]
Jack be nimble,
And Jack be quick;
And Jack jump over
The candlestick.
Linking is a linguistic phenomena where the end of one word starts the beginning of a
second word. In this Mother Goose Rhyme, “jump over” actually sounds like “JUM”
and “POVER”. This is no small issue for second language learners who may run to
the dictionary trying to look up a non-existent “Pover”. Here, the linking rule is gone
over so that the student understands that it occurs with words that end in other
consonants. Examples include “gone over” GO NOVER; “stop it” STO PIT, and
“bug off” BU GOFF.
Tapped T
[ rule: when double “t” comes in the middle of a word, it sounds somewhat like a quickly
tapped “d”]
[rule: if a word has /t/ or /d/ as a second member of a triple cluster, it can be deleted]
140
A second pronunciation point in this short poem is the line “Peter stands at the gate”.
Here, native speakers will delete the “d” sound so that it sounds like “Stan’s”. This is
is a common adjustment that native speakers use to more easily handle challenging
consonant clusters such as “n-d-s”. Other common examples of this occur with the
words “winter” as “winner” , “printer” as “prinner” and “ Atlanta” as “Adlana”.
Have students count the voiced and voiceless occurrences of TH. There are six
voiced TH sounds and one voiceless TH sound.
A second point in this short rhyme is the difference between the two “do’s” in
“how do you do” . The stress falls on the second “do” not the first. Have students
recite the rhyme reversing the stress to see if it sounds funny to them. Point out
that the vowel in the first “do” is reduced to schwa @ sounds like “duh”. Here
the first “do” is an unstressed auxiliary while the second “do” is stressed because it falls
at the end of a sentence. This is a basic rule in English: Content Words that have a
meaning in and of themselves are stressed (dog, run, December) ; Function Words with
mostly grammatical meanings are unstressed (for, a, who).
141
Double Consonants
[ rule: If two identical consonants are next to each other, the single consonant is
elongated and not just produced twice]
The mainpoint about this wonderful rhyme is that “first star” is not produced as two
separate sounds “first” and then “star” . The sounds run together as “firsstar”. The
consonant is almost imperceptibly lengthened. This happens frequently in English when
the final consonant is the same as the beginning consonant of the next word. For
example: “bad dog” is “baddog” or “ less serious” is “lesserious”.
Intonation in a Series
[rule: the first two items of a series rise and the last falls]
[rule: Wh-questions fall ; Yes-No questions rise at the end]
This rhyme exhibits two patterns. First, the fun-to-say series “bow, wow, wow” has
a rise on the first two items and a fall on the last “wow”. Second, the question, “ Whose
dog art thou? follows the falling pattern of Wh-questions. Only Yes-No questions rise
at the end. So the falling pattern of the final “wow” parallels the falling pattern after
“thou.”
Intonation
142
ESL classes are sometimes pleasantly startled to hear this rhyme sung, as if to a baby. It’s
important to really get into it and demonstrate the uninhibited sound patterns. The
lengthening on “baby” , “blows” “bends” contrasts nicely with the relative shortness
of “treetop”, “rock”, and “fall”. The intonation falls at the end of the sentences which fits
with the meaning of the words. In the final line “baby” is again long while “bough,
cradle, and all” is crushed together and reduced to “bowcrdlnall” so that it is virtually
the same length as the endings of the previous three stanzas.
----------------------------------------------------------------------------------------------------------
Job English in the Pronunciation Classroom
Steven Donahue
Language Magazine
Steven Donahue examines the use of simple technology and handouts to help second
language learners improve their production of English sounds aimed at landing a job
and attaining the “American Dream”.
The perfect pronunciation class should not end at the four walls of the classroom
or the end of the semester exam. Students should take with them lessons on the sound
patterns of English, which will last a lifetime and have real world improvements on their
ability to communicate. A core criterion for effectively communicating is the ability to
come across well during an oral interview for a job—and success gauged by getting the
position.
Industrial English was developed to address the influx of foreign workers into the
Great Britain. Similar ESL worker influxes hit the United States with the fall of Saigon
in 1975 when over 200,000 refugees were airlifted from Southeast Asia. Subsequent
waves of refugees brought over the Hmong, who did not even have a written language—
presenting tremendous hurdles for ESL teachers. Grognet says, “Basically, teachers
through up their hands and said, ‘What are we going to do?’”
Notional/Functional Syllabus
143
What the education community did to address these issues was to adapt the
British Notional Functional Syllabus or NTS. The NTS is distinguished by its attention
to "functions" as the organizing elements of English language. It is focused strongly and
exclusively on the pragmatic purposes to which we put language.
While a syllabus may also contain English for Academic Purposes, the hallmark
of the NTS is, as Grognet explains, “ The enabling words such as ‘twist’, ‘stir’, ‘pour’
can be crucial for understanding. Pouring acid and pouring milk are radically different.
But if you don’t know the word ‘pour’, you’re in trouble.”
Step 1: Students are given a worksheet to construct an oral description of their three top
skills (as below).
• The teacher previews some of the areas of pronunciation concern, particular to
each student, and offers suggestions, such as synonyms for difficult-to-pronounce
words.
• Words that describe students’ particular qualifications are reviewed, brainstormed,
and added to the list.
Step 2: Students either record their Oral Resume at home or in the classroom. They
should record it at least three times. (Keep in mind that valuable time will be lost if the
recordings take place in the classroom). Note: Ask students to cue up tapes before class.
Step 3: The tapes should be played in the classroom so that each student hears the
others. While the students are listening, they should evaluate each other on a written form
and give the form to the student. (The instructor can make a separate and private
evaluation for a grade and feedback).
144
Experience (this means the jobs you have had)
Team work and Team Player (this means you get along with others on the
job)
145
Second, I have ________. For example, I ___________________________.
In conclusion, you should consider hiring me for three strong reasons _________________,
_____________, and _______________________ . Thank your for your time and good luck
with your decision.
Student____________________________________
Volume of Speaker 5 4 3 2 1
Speed of Speaker 5 4 3 2 1
Understand Speaker? 5 4 3 2 1
Intonation of Speaker 5 4 3 2 1
Confidence of Speaker 5 4 3 2 1
Comments/Suggestions?
146
Perhaps even more important is the small talk and banter in the workplace.
Grognet says, “ On a basic level, knowledge of ‘safety language,’ is important. But so is
the small talk, ‘ How was the baseball game?’ ‘Where are you going on vacation?’ and
other such exchanges, if absent, lead to total isolation.”
Incorporating real-world situations that adult ESL students will encounter can
make a pronunciation class last a lifetime for the learner. Learning how to say the
consonants and vowels of one’s name should be part of every pronunciation class. Or as
James Bond says in the movies. “I’m Bond. James Bond.”
============================================================
Notes from an Actual Class:
1. Juana went first. She spoke a little quickly and too softly at first. She re-recorded
and it was much better. I made some gentle suggestions.
2. Michael was next. He stressed honesty because he worked at Publix. He
integrated some of the things we had discussed in prior classes and our before
class talk. I suggested he use “Lots of “ with the word “Patience” for clarity. He
spoke with confidence and provided many examples.
3. Martha, who was ecstatic from coming from a successful job interview (the
lecture had really helped her, she said) spoke with livliness and a winning smile.
She effectively used the word “punctual”, but seem to use “has” when she should
have used “have” after the pronoun “I”.
4. Janeth was next. She was going for a clerk’s position at the Post Office. She
tended to drop the K from Clerk. I suggested that she substitute Assignement for
Job.
5. Marigen needed more volume. For Like the job, she needs to say “Would like the
job.”
6. Vanessa stressed being bilingual. Suggested that she say “I am bilingual” instead
of just the word.
7. Reyna was soft spoken and said “Sells Person” for “Sales Person”. She also said
“Waiting to convince the customers.” The class suggested she use “Talk them into
buying.
8. Marina had trouble with the word “experience.”
9. Darilys was soft spoken and needed to add I have A LOT of patience. She added
an S to Children.
10. Jenny spoke well but perhaps a little to quickly. She used medical jargon, since
she is a nurse, but knew that what the interviewers would expect. She had just
came from an interview and returned a book that I loaned her. She said the class
had helped her with the interview.
147
11. Irma spoke well and with compassion. She is a slow careful speaker, but it is
obvious she is very serious about her speech.
12. Noelia had a very organized speech that was very good. She had trouble with one
word in particular—Leasing Agent which sounded like Listening Agent. She is
looking for a substitute word. I asked her to record all the words she needs for real
estate.
Teachers have all lamented the crazy arbitrariness of English spelling and
pronunciation. In “My Fair Lady,” George Bernard Shaw pled for spelling reform with
the word 'GHOTI" arguing GH as in "rough" + O as in "women" +TI as in "nation" =
GHOTI = "fish." In the same vein, here are some poems which can be used in the
language classroom to understand the spoken patterns of English.
148
THE CHAOS
149
Between mover, cover, clover; Face, but preface, not efface.
Leeches, breeches, wise, precise, Phlegm, phlegmatic, ass, glass, bass.
Chalice, but police and lice; Large, but target, gin, give, verging,
Camel, constable, unstable, Ought, out, joust and scour, scourging.
Principle, disciple, label. Ear, but earn and wear and tear
Do not rhyme with here but ere.
Petal, panel, and canal, Seven is right, but so is even,
Wait, surprise, plait, promise, pal. Hyphen, roughen, nephew Stephen,
Worm and storm, chaise, chaos, chair, Monkey, donkey, Turk and jerk,
Senator, spectator, mayor. Ask, grasp, wasp, and cork and work.
Tour, but our and succour, four.
Gas, alas, and Arkansas. Pronunciation -- think of Psyche!
Sea, idea, Korea, area, Is a paling stout and spikey?
Psalm, Maria, but malaria. Won't it make you lose your wits,
Youth, south, southern, cleanse and Writing groats and saying grits?
clean. It's a dark abyss or tunnel:
Doctrine, turpentine, marine. Strewn with stones, stowed, solace,
gunwale,
Compare alien with Italian, Islington and Isle of Wight,
Dandelion and battalion. Housewife, verdict and indict.
Sally with ally, yea, ye,
Eye, I, ay, aye, whey, and key. Finally, which rhymes with enough --
Say aver, but ever, fever, Though, through, plough, or dough, or
Neither, leisure, skein, deceiver. cough?
Heron, granary, canary. Hiccough has the sound of cup.
Crevice and device and aerie. My advice is to give up!!!
OUGH
150
Fibbing in a Second Language
Steven Donahue
Language Magazine
Words: 1322
Covering Up
Yudelkis’ face blushed bright red as she struggled to explain why she was finding the
resume assignment impossible. She had come to America on a raft three years ago, and
had worked as a maid “cleaning toilets,” before landing a more respectable job
distributing automotive parts.
After discussing how to modify her essay, Yudelkis was able to recast her experience as a
maid, because in fact she had sold her client list to someone else, and was able to add a
more entrepreneurial flavor to it.
In fact, telling jokes, lively intonation, and stretching the truth are hallmarks of English
mastery. But many students need to be guided in how to expand on their written and oral
resumes, if they are to be successful in obtaining the American dream.
Famous Lies
Indeed, reinventing one’s self is a solid American tradition stretching back to immigrant’s
first encounter at Ellis Island and truncating names to accommodate English ears.
Apparently, there is no shame in telling a good lie: in England, each year, a contest is held
at The Bridge Inn, Santon Bridge, to award the title of 'The Biggest Liar in the World'.
151
As an indication of how prevalent lying is, there are a number of synonyms for it.
One of the most famous lies, was told in 1998 when President Bill Clinton held a White
House press conference and stated: “I want you to listen to me. I’m going to say this
again: I did not have sexual relations with that woman, Miss Lewinsky.” According to the
National Health Museum, Clinton’s fib “[. . .] was associated with a remarkable increase
in 20 of the 23 verbal and nonverbal signs measured in the study. Half of the signs
increased more than 100%.”
Aristotle, Plato, and St. Thomas Aquinas all discussed lying. Mark Twain noted that,
“There are 869 forms of lying.” Generally, lies fall on a spectrum from harmless to
harmful. Common lies are white lies, promotional lies, and protective lies.
• White lies make other feel better, such as complimenting a woman’s new hair-do,
even if it is less than ravishing.
• Promotional lies are told to make a speaker look better. For example, buffing up
prior work experience during a job interview.
• Protective lies are intended to shield someone. A secretary telling a caller that the
boss is in a meeting
152
In “Never Be Lied to Again,” David J. Lieberman, PhD informs readers, “How to get to
the truth in five minutes or less in any conversation,” by paying attention to 10 Verbal and
Physical signs of lying.
153
Verbal Clues of Lying
154
10 OMISSION If a speaker de-personalizes a story and puts it
in the third person, they may be inventing it.
Example: “I was born in NY. The mom
worked as a lawyer. The brother went to
Harvard.”
155
1. In the speech class, students are asked to state three facts about themselves, one of
which is an untruth. They are instructed to key attentive listeners into the lie by
exhibiting one of the verbal or gesture clues which indicate a fib.
2. In the writing class, students are directed to recast their bios by stretching the
truth in a favorable and undetectable way. Usually this is a matter of verbiage.
3. For classification essays, students can write about the three types of lies: White
lies, Promotional lies, and Protective lies.
4. When late or absent students come into the classroom, the teacher should ask
them, in front of the class, why they are late or were absent. Students then decide
the veracity of the student’s statement.
5. During lectures, the teacher can insert a lie, and then scratch the nose to see how
many students pick up that it was a fib. Like, “There will be a major test on
Friday. “ (Scratch Nose).
6. For vocabulary, review the key words and synonyms for lying: be untruthful,
beguile, break promise, bull, con, concoct, deceive, delude, dissemble,
dissimulate, distort, dupe, equivocate, exaggerate, fabricate, fake, falsify, fib,
forswear, frame, fudge, invent, jazz, jive, make believe, malign, misguide,
misinform, mis-instruct, mislead, misrepresent, misspeak, misstate, overdraw,
palter, perjure, pervert, phony up, plant, prevaricate, promote, put on, queer,
snow, soft-soap, string along, victimize.
End
Resources:
156
Festival of Lying: , http://www.grizedale.org/lying/festival/index.htm
157
General Northern (green, yellow, and blue)
This is sometimes also refered to as General American and is used in almost two-thirds of the country. It breaks down into the dialect
regions below.
Northern
New England
Many of the Northern dialects can trace their roots to this dialect which was spread westward by the New England settlers as they
migrated west. It carries a high prestige due to Boston's early economic and cultural importance and the presence of Harvard
University. A famous speaker is Katherine Hepburn. They sometimes call doughnuts cymbals, simballs, and boil cakes.
New England, Eastern (1)
This is one of the most distinctive of all the American dialects. R's are often dropped, but an extra R is added to words that end with a
vowel. A is pronounced AH so that we get "Pahk the cah in Hahvahd yahd" and "Pepperidge Fahm remembuhs."
Boston Urban (2)
Like many big cities, Boston has its own dialects that are governed more by social factors like class and ethnicity than by geographic
location. Greater Boston Area is the most widely spoken and is very similar to Eastern New England. Brahmin is spoken by the upper
aristocratic class like Mr. Howell on Gilligan's Island. Central City Area is what most of us think of as being the "Boston Accent." In
the last few years, Saturday Night Live has featured this dialect among a group of rowdy teenagers who like to videotape themselves.
Also think of Cliff on Cheers, the only character on this Boston-based show to actually speak a Boston dialect.
New England, Western (3)
Less distinctive than Eastern, but more influential on the other Northern dialects.
Hudson Valley (4)
New York was originally a Dutch colony, and that language influenced this dialect's development. Some original Hudson Valley words
are stoop (small porch) and teeter-totter. They call doughnuts (which were invented by the Dutch) crullers and olycooks.
New York City (5)
Unlike Boston and other urban dialects, New York City stands by itself and bears little resemblence to the other dialects in this region.
It is also the most disliked and parodied of any American dialect (even among New Yorkers), possibly because many Americans tend
dislike large cities. When an R comes after a vowel, it is often dropped. IR becomes OI, but OI becomes IR, and TH becomes D as in
"Dey sell tirlets on doity-doid street" and fugedaboudit (forget about it). This pronounciation is particularly associated with Brooklyn
but exists to some extent throughout the city. The thickness of a speaker's dialect is directly related to their social class, but these
features have been fading within all classes over recent decades. Famous speakers are Rosie Perez, Joe Pesci and Marisa Tomei in My
Cousin Vinnie, Archie Bunker, Bugs Bunny, and (if you're old enough to remember) the Bowery Boys.
Bonac (6)
Named for Accabonac Creek in eastern Long Island, this dialect is rapidly dying out due to the influx of people from other areas. Back
when New York City belonged to the Dutch, this area was part of New England, and Bonac shows elements of both dialects.
ANIMAL SOUNDS
MOUTH SOUNDS
SPELLING
VOCABULARY BUILDING
DIALECTS
MOUTH EXCERCISES
HOMONYMS
WORD JOURNAL
The level of vibration of the vocal cords determines whether a sound is voiced or
unvoiced. If the vocal cords are apart, then air can escape unimpeded. Sounds produced
in this way are said to be voiceless. The easiest example of this is to whisper. When you
whisper, your glottis is wide open and, therefore, all the sounds produced are voiceless.
However, if the vocal cords are very close together, the air will blow them apart as it
forces its way through. This makes the cords vibrate, producing a voiced sound.
To feel the distinction between voiced and voiceless sounds is very easy. Place your
finger and thumb lightly on your throat. Say ssssssss to yourself. Then say zzzzzzz.
Repeat these a few times. Then substitute fffffff and vvvvvvv sounds. You should be able
to feel the vibration of the cords when you say zzzzzz and vvvvvv, but nothing when you
say sssssss and fffffff.
It is also possible to hear the vibration. Instead of putting your fingers on your throat, put
your index fingers in your ears and repeat the above sounds. You should hear a low
buzzing sound when you articulate zzzzzz and vvvvvv, but hear almost nothing for the
other two sounds.
Voicing is important in a language like English because the meaning of a sound often
depends on whether that sound is voiced or not.
English has many sounds that are paired up in this manner where articulation and manner
are the same, but the meaning is dependant upon whether the sound is voiced or not.
past present future conditional
perfect I had written I have written I will have written I would have
written
perfect progressive I had been I have been writing I will have been I would have
writing writing been writing
perfect passive it had been it has been written it will have been it would have
written written been written
Steven Donahue
Language Magazine
Steven Donahue examines the use of simple technology and handouts to help second
language learners improve their production of English sounds aimed at landing a job
and attaining the “American Dream”.
The perfect pronunciation class should not end at the four walls of the classroom
or the end of the semester exam. Students should take with them lessons on the sound
patterns of English, which will last a lifetime and have real world improvements on their
ability to communicate. A core criterion for effectively communicating is the ability to
come across well during an oral interview for a job—and success gauged by getting the
position.
Industrial English was developed to address the influx of foreign workers into the
Great Britain. Similar ESL worker influxes hit the United States with the fall of Saigon
in 1975 when over 200,000 refugees were airlifted from Southeast Asia. Subsequent
waves of refugees brought over the Hmong, who did not even have a written language—
presenting tremendous hurdles for ESL teachers. Grognet says, “Basically, teachers
through up their hands and said, ‘What are we going to do?’”
Notional/Functional Syllabus
What the education community did to address these issues was to adapt the
British Notional Functional Syllabus or NTS. The NTS is distinguished by its attention
to "functions" as the organizing elements of English language. It is focused strongly and
exclusively on the pragmatic purposes to which we put language.
While a syllabus may also contain English for Academic Purposes, the hallmark
of the NTS is, as Grognet explains, “ The enabling words such as ‘twist’, ‘stir’, ‘pour’
can be crucial for understanding. Pouring acid and pouring milk are radically different.
But if you don’t know the word ‘pour’, you’re in trouble.”
Step 1: Students are given a worksheet to construct an oral description of their three top
skills (as below).
• The teacher previews some of the areas of pronunciation concern, particular to
each student, and offers suggestions, such as synonyms for difficult-to-pronounce
words.
• Words that describe students’ particular qualifications are reviewed, brainstormed,
and added to the list.
Step 2: Students either record their Oral Resume at home or in the classroom. They
should record it at least three times. (Keep in mind that valuable time will be lost if the
recordings take place in the classroom). Note: Ask students to cue up tapes before class.
Step 3: The tapes should be played in the classroom so that each student hears the
others. While the students are listening, they should evaluate each other on a written form
and give the form to the student. (The instructor can make a separate and private
evaluation for a grade and feedback).
Team work and Team Player (this means you get along with others on the
job)
In conclusion, you should consider hiring me for three strong reasons _________________,
_____________, and _______________________ . Thank your for your time and good luck
with your decision.
Student____________________________________
Volume of Speaker 5 4 3 2 1
Speed of Speaker 5 4 3 2 1
Understand Speaker? 5 4 3 2 1
Intonation of Speaker 5 4 3 2 1
Confidence of Speaker 5 4 3 2 1
Comments/Suggestions?
Perhaps even more important is the small talk and banter in the workplace.
Grognet says, “ On a basic level, knowledge of ‘safety language,’ is important. But so is
the small talk, ‘ How was the baseball game?’ ‘Where are you going on vacation?’ and
other such exchanges, if absent, lead to total isolation.”
Incorporating real-world situations that adult ESL students will encounter can
make a pronunciation class last a lifetime for the learner. Learning how to say the
consonants and vowels of one’s name should be part of every pronunciation class. Or as
James Bond says in the movies. “I’m Bond. James Bond.”
1. Accent Reduction may imply that a person with a foreign or regional accent, like
an overweight person, needs some not-so-nice sound to be reduced or an obese
body that needs to lose weight. Perhaps there are better phrases for an Accent
Reduction course, such as Accent Enhancement, or Accent I IMPROVEMENT or
Accent A AWARENESS..
2. Of course, many famous people have an accent, yet have become successful.
Some of them are Arnold Shwarzenegger (who said “Hasts la vista, Baby” in
Terminator), Salma HAYEK, Jackie CHAN, Penelope CRUZ, and Desi Arnez
in the TV show I LOVE LUCY.
3. What do you think this song means from the play, My Fair Lady?
6. In this course we have divided the Sound System of English into 9 categories:
a. I for INTONATION__________________________________________
b. S for STRESS__________________________________________
c. V for VOWELS __________________________________________
d. C for CONSONANTS_________________________________
e. A for ADJUSTMENTS__________________________________
f. BL for BODY LANGUAGE__________________________
g. IR for IRREGULAR VERBS__________________________
h. R for RYHYTHM__________________________________________
i. T for TONGUE TWISTERS________________________
8. English may be different from your native language sound system. What sounds
does your sound system have that English does not have? ( DEPENDS ON
STUDENT). What sounds does English have that are not in your native tongue?
( DEPENDS ON STUDENT)
9. One way that a foreign or regional accent can be made into a strength is that usually
people will listen MORE_ attentively to you because they like the music of your voice.
Another technique is to find the words your Hate-To-Pronounce and record them on a
tape recorder or find SSYNONYMS or similar words that are easier to say.
10. There are several Strategies for T, TREATMENT, of an accent. These strategies
include P_PRACTICE , L LISTENING __, and S___SPEECH.
11. Included in P_PRACTICE are a number of techniques. You can remember these
techniques with the acronym PERLS. Some of these include:
(1) P_PLAYING. This is why children succeed at language learning—they are not
afraid to make mistakes. If you have problems with a particular sound pattern, do
all sorts of things with it to make it fun. For example, you can speak the word
very low in a _WHISPER, and then shout them. Alternatively, you can try all the
different kinds of Intonation: Frightened, Determined, Funny, and Ironic.
(2) E _ELONGATE. This means to make the consonant or vowel longer. If you want
to say the vegetable BEET, make it longer. If the similar sounding word BIT is
not understood, try to lengthen it a little bit too.
(3) R_REPETITION_ . An example of this is when you say a name as in the movie,
“Hi! I’m Bond. James Bond.” This gives the listener two chances to get your
name.
(4) L_LOUDNESS this means to raise the volume of your voice. As a rule, try and
“throw” your voice to the back wall of a room.
(5) S _SPEEED People will listen to you more attentively and will not be bored if
your language is well paced. If you speak between 80 and 120 words per minute
(you can record and test yourself), this is good. If you speak faster than 120
words per minute, that is probably too fast.
12. Included in L__LISTENING_ are a number of techniques. You can remember these
techniques with the acronym GIFINSA. Some of these include:
(1) G_GAG yourself. Spend more time listening. Don’t cut people off in mid-
sentence.
(2) I_INTERESTING. Find something I INTERESTING_______ to discuss or
in the other person. Become good at starting a conversation with an English-
speaking person. For example, “Where did you buy that purse?” or “Who
won the football game on Sunday?” are ways to engage in a conversation or
keep yourself alert. Remember—no one is boring!
(3) F FEEDBACK. Show people you are listening by little signs, such as eye
contact, and the small words like: Ohh!, Really?, Wow!, That’s Interesting.,
What happened next?, You’ve got to be kidding!, and Hmmm. Nodding your
head shows comprehension and should be used, even when listening to the
teacher in a classroom.
(4) I IN BETWEEN is for listening between the lines or listening to not just the
words people say but how they say them. What is the true feeling of what
they are saying. Are they sincere? Do they think it is important or funny? Is
there a “secret” message? Remember the lines in My Fair Lady? --The
French don't care what they do, actually, as long as they pronounce it
properly.
(5) N_NOTES . Having a paper and pad can be an important tool to aid
communication. It can be used to take messages over the phone, during job
interviews, or when communication breaks down. For instance, if someone
does not understand that you are saying “Shrimp” or “Circle”, simply draw a
quick one on a piece of paper.
(6) S STANCE . When you are listening, you can signal attentiveness with your
posture. If you Sl_SLOUCH_, or cross you’re A_ARMS or K_KNEES_
this can signal disinterest. Scratching your nose can be interpreted as
L_LYING. If you are too _FAR from someone you may seem remote. On
the other hand if you are too _CLOSE_, they may feel they are being
“grilled,” like in a police station. Remember, making a mistake is not that
crucial—it is how you handle a communication breakdown. Usually, a smile
is the best way to communicate when there is a breakdown.
(7) A AWARE of Filters is also crucial to being a good listener. For example,
many men want to get directly to the point and solve a problem. On the other
hand, many women want many details and want to understand a problem.
Filters are also important for second language situations. Be alert to
Misunderstandings over filters, which could arise because of a lack of
I_INTONATION in a question, for instance. Alternatively, if you tell a
JOKE and nobody laughs. Or if someone says, “You’re really bad,” and they
are being ironic, and really mean the opposite,” You’re really _GOOD .”
13. Included in S SPEECH are a number of techniques. You can remember these
techniques with the acronym VVV. Some of these include:
(1) V is for VERBAL . This means that you prepare the words that you are going
to be using for specific purposes, such as a speech, in advance. For example,
you should practice and master small speeches or scripts for a job interview,
for talking about yourself, for talking about something of interest, such as a
hobby, music, or sport.
(2) The second V is for VOCAL. This refers to the quality of your voice. When a
person is nervous, they may tend to talk like a R ROBOT_______ in a
M_MONOTONE_____. Always try to speak __LOUD__________ enough
and use appropriate I __INTONATION___________. Look at good speakers,
such as the news announcers on television, a Novella, or even Deco Drive.
See how they open their mouths and really push out the words. It is good to
be dramatic like this for effective communication, rather than being shy.
When you see a great speech, such as by Dr. Martin Luther King, Jr., pay
attention to their voice quality and how they use a great deal of repetition,
such as, “ Let Freedom Ring.” When speaking on the telephone, do not M
MUMBLE or speak indistinctly and use polite words like, “Do you mind if I
put you on hold for a minute?”
(3) The final V is for VISUAL. This is how you look or present yourself. When
you speak to a person or persons, you should maintain eye _CONTACT. You
should also use appropriate B_BODY_ L __LANGUAGE_. Finally, you
should D_DRESS for the situation or job.
14. There is a special alphabet used for the study of pronunciation. It is called the IPA
I______INTERNATIONAL
P______PHONETIC
A______ALPHABET
15. Let’s test your knowledge of the IPA. “Translate” the following:
(1) sI2st@r SISTER
(2) kow2bOy2 COWBOY
(3) D@1rti2yn THIRTEEN
(4) D@2rtI THIRTY
(5) dO2gzi2tbo2wnz DOGS EAT BONES
(6) ISuw ISSUE
(7) plEZy@r PLEASURE
(8) st{tSy@r STATURE
(9) hiylEtSyuwtOk HE LETS YOU WALK
(10) prowsiydZy@r PROCEDURE
(11) SiyniydZy@r{dv SHE NEEDS YOUR ADVICE
ays
16. Another important area of improving one’s accent is mastering the IRREGULAR
verbs. In the booklet there are _200 listed. However, there are only about ______ in
frequent use. What’s the best way to practice these? You should record your voice
saying them and play it back. You might even try singing them, like rhymes. For
example, Do: Did, Done, Doing. Draw: Drew, Drawn, Drawing. Now, do the same
for the verb Mow: MOWED_, _MOWN_, MOWING.
17. Tongue twisters occur in all languages. Spanish has: Mi mama me mima much.
French has: Le ver vert v avers le verre vert. Hebrew has: Sah-ra sha-ra sheerrr sa-
mayach. German has: Fischers Fritz fischt frische Fische. The hardest Tongue twister
in English probably is __PEGGY __ _____BABCOCK____. So never, name a child
by this name! Which tongue twister is good for practicing the two different WH
sounds in our booklet? ____WHICH IS THE WITCH THAT WISHED THE
WICKED WISH?_________________
____________________________________________________________________
___________
18. Story and verse are a primary way that English children absorb the linguistic lessons
of their first language. Embedded in the seemingly simple rhymes are complex
language patterns about intonation, rhythm, stress, and individual vowels and
consonants.
One misty, moisty morning,
When cloudy was the weather,
There I met an old man
Clothed all in leather;
19. Vocabulary is a final issue of an Accent Reduction course. At the beginning of the
semester you were given a list of _________2,460 words, almost from A to Z, or
really from the word ability to the word youth. This list includes the defining words
in the Longman Dictionary of Contemporary English (LDOCE). You should be
familiar with all of these words and their pronunciations. By knowing this core or
basic vocabulary in English, you can then learn all the other words necessary for
communication and college. Many of the words you already know. The ones that you
do not know should be learned as soon as possible. As a rule, you should be learning
5 to 10 new words everyday.
20. The art and science of reducing an accent has come along way since the days of
Professor Henry Higgins in My Fair Lady and the repetitive practice of phrases such as
“_The rain in Spain falls mainly on the plain _.” The central point of an accent
improvement course is to give you the tools to be a better communicator outside of the
four walls of the classroom and beyond the end of the semester.
Good luck with becoming even better communicators!
==========================##==================================
First7, a complete knowledge of the English sound system is an important step. There are three
important parts to the English sound system.8 Of primary importance are the consonants. For example,
English has 24 consonants. However, the English vowels are important too. To illustrate, English has about
16 vowels. Finally, English does some weird things with words. The weird things that it does are called
“adjustments.” For example, when you say the word “Printer,” many times it will sound like “Prinner,” if
said quickly, with no T sound. Another example is phrases such as “Good Boy,” which sounds like
“GooBoy,” when spoken rapidly. Therefore, you can see, knowledge of English consonants, vowels, and
adjustments is an important subject.9
Next, an awareness of your individual sound system is essential to improving your English accent.
10
Now, you probably speak your first language perfectly. However, you may not have some of the sounds
that are in English. For example, if you speak Spanish, you do not have the TH sound like in the word
“Thin.” If you are a French speaker, you may have trouble with the H sound in the word “Hotel.” In
summary, you can see that it is important to be aware of you own language’s sound system.11
Finally, now that you have knowledge of English and awareness of your language’s sound system,
what should you do?12 You should treat your accent with exercises. First, you should make a list of all your
problem words. For example, if you are a Spanish speaker, you may want to make a list of all the important
1
What is this called? T_____________
2
The name of this first Paragraph is, the I________________________
3
What is this called? A_____________ or H____________
4
For an Essay, this main idea is called a __________________
5
What is this called? R ___________of __________________
6
What is parallel about the three words?
7
This is a T__________ word
8
For the Paragraph this main idea is called a T________________
9
This is the C______________________ for the Paragraph
10
This is a T_______________ sentence of the Paragraph
11
What kind of sentence is this? _____________________________
12
The name of this Paragraph is C___________________________
words that contain TH, such as “Teeth” or “Through.” Another example for French speakers is to make a
list of all the important words that begin with H and practice them, such as “Help” or “Hero”. Finally, you
should tape record yourself making these words and play it back while riding in the car. To summarize, to
treat your accent you should identify the sounds that are causing your accent and practice them.
In conclusion, there are three steps to reducing a foreign accent. First, gain knowledge about the
English sound system. Second, become aware of your own language’s sound system. Last, treat your accent
with exercises or practice. Believe me, if you follow this advice, you will be speaking English perfectly!13
1.
(a) This is my son. [rising intonation]
(b) This is my son. [falling intonation]*
(c) This is my son. [no intonation]
2.
(a) What time is it? [rising intonation]
(b) What time is it? [falling intonation]*
(c) What time is it? [no intonation]
3.
(a) Did she answer? [ rising intonation]*
(b) Did she answer? [falling intonation]
(c) Did she answer? [no intonation]
4.
Note: Here you want the question repeated.
(a) Where was I? [rising intonation]*
(b) Where was I? [falling intonation]
(c) Where was I? [no intonation]
5.
Note: Here you are comparing two things.
(a) He sounds like his father. [ two rising curves]*
(b) He sounds like his father. [ two falling curves]
(c) He sounds like his father. [ no intonation]
6.
Here, the item being compared is not present.
(a) I couldn't do that. [ rising intonation]*
(b) I couldn't do that. [ falling intonation]
(c) I couldn't do that. [ no intonation]
13
What kind of sentence is this? It is a F____________________ T___________________
7A.
Here, the two thoughts of a group are distant or not closely related to each other.
(a) I don't want to write; it's too difficult. [ both rise]
(b) I don't want to write; it's too difficult. [ both fall to low note]*
(c) I don't want to write; it's too difficult. [ no intonation]
7B.
Here, the two thoughts of a group are close or related to each other.
(a) You said it was easy, but you won't do it. [both rise]
(b) You said it was easy, but you won't do it. [both fall] to normal note]*
(c) You said it was easy, but you won't do it. [no intonation]
7C.
Here, the first thought group presents suspense, and the second thought group offers a
conclusion or outcome.
(a) If you want to learn English, you have to read that book. [first rises; second falls]*
(b) If you want to learn English, you have to read that book. [first falls; second rises]
(c) If you want to learn English, you have to read that book. [no intonation]
8.
(a) She went to the bank, the bakery, and the beauty shop. [all rise].
(b) She went to the bank, the bakery, and the beauty shop. [ first two rise, last one falls]*
(c) She went to the bank, the bakery, and the beauty shop. [ no intonation]
9.
(a) Do you prefer email or snail mail. [ both rise equally]
(b) Do you prefer email or snail mail. [ email is higher]*
(c) Do you prefer email or snail mail. [ no intonation]
10.
(a) We study at home, or in the library, or on the computer. [all rise].
(b) We study at home, or in the library, or on the computer. [ all rise, but last falls ]*
(c) We study at home, or in the library, or on the computer. [ no intonation]
11.
(a) Have you ever had rice or beans? [ both items rise]*
(b) Have you ever had rice or beans. [both items fall]
(c) Have you ever had rice or beans. [no intonation.]
12.
(a) Mr. Lopez, when is the test? [ rise on Lopez]
(b) Mr. Lopez, when is the test? [ low note, then rise on Lopez]*
(d) Mr. Lopez, when is the test? [ no intonation]
13.
For this question, the person expects an answer.
(a) It's a nice day, isn't it? [ rise at end]*
(b) It's a nice day, isn't it? [fall at end]
(c) It's a nice day, isn't it? [no intonation]
14.
For this question, the person does not expect an answer.
(a) It's a nice day , isn't it? [rise at end]
(b) It's a nice day, isn't it? [fall at end]*
(c) It's a nice day, isn't it? [no intonation]
15A.
Here answer: Focus on who baked the pie.
(a) Was it you who baked the pie? [ rise on baked]
(b) Was it you who baked the pie? [ rise on you]*
(c) Was it you who baked the pie? [ no intonation]
15B.
Here answer: Focus on who took the course.
(a) I took the new course. [rise on I]*
(b) I took the new course [rise on new]
(d) I took the new course [no intonation]
15C.
Here answer : Focus on did you take the car or leave it]
(a) I took the new car. [ rise on new]
(b) I took the new car. [rise on took]*
(c) I took the new car. [ no intonation]
15D.
Here answer: Focus on did you take the old or new car.
(a) I took the new car. [ rise on took]
(b) I took the new car. [rise on new]*
(c) I took the new car. [ no intonation]
16.
Here, the person is not sincere or enthusiastic.
(a) Great. [ rising intonation]
(b) Great [falling intonation]*
(c) Great [no intonation]
17.
Here, the person is sincere and excited.
(a) Great [rising intonation]*
(b) Great [falling intonation]
(c) Great [no intonation]
18.
Here, an adult is talking to a child.
(a) You don't really want candy. (high note, low note, normal note)*
(b) You don't really want candy. ( high note at end)
(c) You don't really want candy. (no intonation)
19.
Here, the person is showing Irony
(a) Am I a teacher? [normal note, then high note, then normal note]*
(b) Am I a teacher? [ rising intonation at end]
(c) Am I a teacher? [ not intonation]
20.
Here, the speaker is Shocked.
(a) That's horrible! [ rise on That's]
(b) That's horrible! [ rise on horrible]*
(c) That's horrible! [ no intonation]
21.
Here, the speaker is Surprised.
(a) Oh my God! [rise on my]
(b) Oh my God! [rise on God]*
(c) Oh my God! [ no intonation]
22.
Here, the person speaks with approval or appreciation.
(a) She drives extremely well. [rise on extremely]*
(b) She drives extremely well. [rise on well]
(c) She drives extremely well. [no intonation]
23.
(a) He lives in Miami, Florida. [ rise on Miami, and Florida]*
(b) He lives in Miami, Florida. [ rise on Miami]
(c) He lives in Miami, Florida. [ no intonation]
24.
Here, the speaker emphasizes the new information.
(a) I'm looking for a book. [ rise on book]*
(b) I'm looking for a book [fall on book]
(c) I'm looking for a book [no intonation]
25A.
This is the house that the president lives in.
(a) She lives in the Whitehouse. [rise on white]*
(b) She lives in the Whitehouse. [rise on house]
(c) She lives in the Whitehouse. [no intonation]
25B.
This is a bird that happens to be black.
(a) I saw a black bird . [rise on black]
(b) I saw a black bird. [rise on bird]*
(c) I saw a black bird. [ no intonation]
26A.
(a) She said I could hear you. [rise and fall on hear]*
(b) She said I could hear you. [ rise and slide on you]
(c) She said I could hear you. [ no intonation]
26B.
(a) The coffee is hot. [ slide on hot]*
(b) The coffee is hot. [ slide on coffee]
(c) The coffee is hot. [no intonation]
27.
Here, the person is very serious and determined.
(a) Don't you ever talk to me like that again. [all rising slides]
(b) Don't you ever talk to me like that again. [ all falling slides]*
(c) Don't you ever talk to me like that again. [no intonation]
28.
(a) On the shelf [ pronounced thee, stressed]
(b) On the shelf [ pronounced thuh, unstressed]*
(c) On the shelf [ pronounced thu uh , as two syllables]
29.
(a) fifty [stressed on second syllable fifTY]
(b) fifty [stressed on first syllable FIFty]*
(c) fifty [stressed on both syllables FIF TY]
30.
(a) incredible [inCREDible-stress on second syllable]*
(b) incredible [INCredible-stress on second syllable]
(c) incredible [in cred IBLE] -stress on last syllable]
31.
(a) hotdog [hotDOG-stress on second syllable]
(b) hotdog [HOTdog-stress on first syllable]*
(c) hotdog [HOTDOG-stress on both syllable]
32.
(a) I can outrun you. [outRUN-stress on second]*
(b) I can outrun you [OUTrun-stress on first]
(c) I can outrun you [OUTRUN-stress on both]
33.
(a) myself [MYself-stress on first]
(b) myself [mySELF-stress on second]*
(c) myself [MYSELF-stress on both]
34.
(a) thirteen [THIRteen-stress on first]
(b) thirteen [thirTEEN-stress on second]*
(c) thirteen [THIR TEEN-stress on first]
35A.
(a) Did you listen to the record? [RECord-stress on first syllable]*
(b) Did you listen to the record? [reCORD-stress on second syllable]
(c) Did you listen to the record? [RECORD-stress on both syllables]
35B.
(a) Please record that song. [RECord-stress on first syllable]*
(b) Please record that song. [recORD-stress on second syllable]
(c) Please record that song. [RECORD-stress on both syllables]
36.
(a) He's a college graduate. [GRADuate-stress on first syllable]*
(b) He's a college graduate. [graduATE-stress on second syllable]
(c) He's a college graduate. [GRADUATE-stress on both]
37A.
(a) Let's talk about it. [ stress about]
(b) Let's talk about it. [ stress talk]*
(c) Let's talk about it. [stress both]
37B.
(a) Figure out the bill. [stress figure]
(b) Figure out the bill. [stress out]
(c) Figure out the bill. [stress both]*
37C.
(a) Don't talk down to her. [ stress talk and to]
(b) Don't talk down to her. [ stress talk and down]*
(c) Don't talk down to her. [stress down]
38.
(a) happiness [stress -ness]
(b) happiness [stress -hapi]*
(c) happiness [stress ha--]
39.
(a) publicity [stress -pub]
(b) publicity [stress -ity]
(c) publicity [stress -lic]*
40.
Pick the longest (if any)
(a) dogs eat bones/ dogs eat thebones-first
(b) dogs eat bones/dogs eat the bones-second
(c) dogs eat bones/dogs eat the bones-same*
41.
(a) the cat [stress the]
(b) the cat [stress both]
(c) the cat [stress cat]*
42.
(a) the blue one [stress one]*
(b) the blue one [stress the]
(c) the blue one [stress blue]
43.
Choose the correct pause
(a) When the wind/ blows the cradle will rock
(b) When the wind blows/ the cradle will rock.*
(c) When the wind blows the cradle/ will rock
44.
(a) That's Tim's books. [ pronounced TEEMs]
(b) That's Tim's books. [ pronounced Tim]*
(c) That's Tim's books. [ pronounced toom]
45.
(a) Who did that? [pronounced DEED]
(b) Who did that? [pronounced DID]*
(c) Who did that? [pronounced DEYD]
46.
(a) Was that a police raid? [pronounced reyd]*
(b) Was that a police raid? [pronounced red]
(c) Was that a police raid? [pronounced RAAD]
47.
(a) That's what I said. [pronounced seed]
(b) That's what I said. [pronounced sod]
(c) That's what I said. [pronounced sEd]*
48.
(a) I heard a rap on the door [pronounced reap]
(b) I heard a rap on the door [pronounced rape]
(c) I heard a rap on the door [pronounced rap]*
49.
(a) The sun is hot. [pronounced hat]
(b) The sun is hot. [pronounced hot]*
(c) The sun is hot [pronounced hoot]
50.
(a) That man was rude [pronounced rude]*
(b) That man was rude [pronounced rud]
(c) That man was rude [pronounced red]
51.
(a) Please read that book. [pronounced beak]
(b) Please read that book [pronounced buwk]
(c) Please read that book [pronounced book]*
52.
(a) Water will flow down a hill. [pronounced flew]
(b) Water will flow down a hill. [pronounced flow]*
(c) Water will flow down a hill [pronounced flee]
53.
(a) She said she would call. [pronounced coal]
(b) She said she would call. [pronounced cool]
(c) She said she would call [pronounced call]*
54.
(a) Go buy some potatoes. [pronounced bay]
(b) Go buy some potatoes. [pronounced bee]
(c) Go buy some potatoes. [pronounced buy]*
55.
(a) At night I can hear an owl. [ pronounced awl]
(b) At night I can hear an owl. [pronounced oowl]
(c) At night I can hear an owl. [pronounced owl]*
56.
(a) Give the children a toy. [pronounced toy]*
(b) Give the children a toy. [pronounced tea]
(c) Give the children a toy. [pronounced tay]
57.
(a) Put the money in a box [pronounced bucks]
(b) Put the money in a box [pronounced boks]*
(c) Put the money in a box [pronounced books]
58.
(a) Look at the bright star [pronounced steer]
(b) Look at the bright star [ pronounced stir]
(c) Look at the bright star [ pronounced star]*
59.
(a) Students just want to have fun [pronounced fun]*
(b) Students just want to have fun [pronounced fan]
(c) Students just want to have fun [pronounced fin]
60.
(a) Is that a pea? [pronounced as bee]
(b) Is that a pea? [pronounced as fee]
(c) Is that a pea? [pronounced as pea]*
61.
(a) Watch the bit. [pronounced as pit]
(b) Watch the bit. [pronounced as bit]*
(c) Watch the bit. [pronounced as fit]
62.
(a) Go see the teen. [pronounced teen]*
(b) Go see the teen [pronounced dean]
(c) Go see the teen [pronounced peen]
63.
(a) Did you say "Sid"? [pronounced sit]
(b) Did you say "Sid"? [pronounced Sid]*
(c) Did you say "Sid"? [pronounced sick]
64.
(a) Take care of your back. [pronounced bag]
(b) Take care of your back. [pronounced bat]
(c) Take care of your back [pronounced back]*
65.
(a) I like that girl [pronounced curl]
(b) I like that girl [pronounced girl]*
(c) I like that girl [pronounced whirl]
66.
(a) Did she say "thigh" [pronounced thigh]*
(b) Did she say "thigh" [pronounced thy ]
(c) Did she say "thigh" [pronounced sigh]
67.
(a) Did the dentist say "teethe" [pronounced teeth]
(b) Did the dentist say "teethe" [pronounced tease]
(c) Did the dentist say "teethe" [pronounced teethe]*
68.
(a) Make sure to make those bets [pronounced beds]
(b) Make sure to make those bets [pronounced betch]
(c) Make sure to make those bets [pronounced bets]*
69.
(a) Did he say "zoo" [pronounced zoo]*
(b) Did he say "zoo" [pronounced Sue]
(c) Did he say "zoo" [pronounced two]
70.
(a) Is that a new she? [pronounced genre]
(b) Is that a new she? [pronounced tea]
(c) Is that a new she? [pronounced she]*
71.
(a) I have good vision [pronounced vishun]
(b) I have good vision [pronounced vision]*
(c) I have good vision [pronounced venison]
72.
(a) He's got a lot of heart. [pronounced art]
(b) He's got a lot of heart. [pronounced sart]
(c) He's got a lot of heart. [pronounced heart]*
73.
(a) I'm not ready yet. [pronounced jet]
(b) I'm not ready yet [pronounced yet]*
(c) I'm not ready yet. [pronounced get]
74.
(a) How do you pronounce "We'll"? [ pronounce wheel]
(b) How do you pronounce "We'll"? [pronounce we'll]*
(c) How do you pronounce "We'll"? [pronounce veal]
75.
(a) How do you pronounce "while"? [pronounce vile]
(b) How do you pronounce "while"? [pronounce wile]
(c) How do you pronounce "while"? [pronounce while]*
76.
(a) Did you say "few"? [pronounce pew]
(b) Did you say "few" ? [pronounce few ]*
(c) Did you say "few"? [pronounce view]
77.
(a) She looked up the word "strive". [pronounce strife]
(b) She looked up the word "strive" [pronounce tribe]
(c) She looked up the word "strive" [pronounce strive]*
78.
(a) I heard a moo. [pronounce boo]
(b) I heard a moo. [pronounce moo]*
(c) I heard a moo. [pronounce new]
79.
(a) I thought she said "seen" [pronounce seem]
(b) I thought she said "seen" [pronounce sing]
(c) I thought she said "seen" [pronounce seen]*
80.
(a) Remember to play. [pronounce pway]
(b) Remember to play [pronounce pray]
(c) Remember to play. [pronounce play]*
81.
(a) Did they say "ping" [pronounced pin]
(b) Did they say "ping" [pronounced ping]*
(c) Did they say "ping" [pronounced pink]
82.
(a) I heard the teacher say "rich" [pronounce ridge]
(b) I heard the teacher say "rich" [pronounce Rick]
(c) I hear the teacher say "rich" [pronounce rich]*
83.
(a) Did I hear them say "age" [pronounce age]*
(b) Did I hear them say "age" [pronounce aitch]
(c) Did I hear them say "age" [pronounce ache]
84.
(a) I really like rhyme. [pronounce lime]
(b) I really like rhyme [pronounce yime]
(c) I really like rhyme [pronounce rhyme]*
85.
(a) Don't say the word "ill" [pronounce ill-forward]
(b) Don't say the word "ill" [pronounce dark l]*
(c) Don't say the word "ill" [pronounce irrr]
87.
(a) Don't get your hands dirty. [pronounce dirdy]*
(b) Don't get your hands dirty. [pronounce dirty]
(c) Don't get your hands dirty. [pronounce di uh y]
88A.
(a) Please give her a little [pronounce little]
(b) Please give her a little [pronounce litl]*
(c) Please give her a little [pronounc li ? l]
88B.
(a) It was very sudden [pronounce sudn]*
(b) It was very sudden [pronounce sudEn]
(c) It was very sudden [ pronounce su?en]
89A.
(a) He said thanks [pronounce thanks]
(b) He said thanks [pronounce tanks]*
(c) He said thanks [pronounce danks]
89B.
(a) Read the news [ pronounce duh on teeth]*
(b) Read the news [ pronounce tuh on teeth]
(c) Read the news [pronounce the]
90A.
(a) say it again [pronounce sey-yit]*
(b) say it again [pronounce say it ]
(c) say it again [pronounce say uh it]
90B.
(a) my own cat [pronounce my/own/cat/]
(b) my own cat [pronounce may-yown cat]*
(c) my own cat [pronounce may/own-yat]
91A.
(a) go alone [pronounce go/a/lone/]
(b) go alone [pronounce gow-wa-lone]*
(c) go alone [pronounce gow/lone]
91B.
(a) tour [pronounce tuw-war]*
(b) tour [pronounce too-ar]
(c) tour [pronounce tur]
92.
(a) spa owners [pronounce spa/ owners]
(b) spa owners [pronounce sp-uh-owners]*
(c) spa owners [pronounce spar-owners]
93.
(a) lawyer [pronounce loy-yer]*
(b) lawyer [pronounce lar-yer]
(c) lawyer [pronounce law + your]
94.
(a) took us [pronounced took/us]
(b) took us [pronounced took-kus]*
(c) took us [pronounced took-us]
95.
(a) find out [pronounced find/out]
(b) find out [pronounced fin/dout]*
(c) find out [pronounced fay/nuh/dout]
96.
(a) bad dog [pronounced bad/dog]
(b) bad dog [pronounced baddog]*
(c) bad dog [pronounced bah-dog]
97A.
(a) pet cat [pronounced peth khat]
(b) pet cat [pronounced petuhkhat]
(c) pet cat [pronounced pet-khat]*
97B.
(a) big church [pronounced big-church]*
(b) big church [pronounced biguhchurch]
(c) big church [pronounced biychurch]
98A.
(a) feels like winter [pronounced win-ter]
(b) feels like winter [pronounced win-ner]*
(c) feels like winter [pronounced wi-nuh-tur]
98B.
(a) put it on the mantle [pronounced man-tell]
(b) put it on the mantle [pronounced man-el]*
(c) put it on the mantle [pronounced mah-nuh-tul]
98C.
(a) she feels restless [pronounced rest-less]
(b) she feels restless [pronounced res-tuh-less]
(c) she feels restless [pronounced ress-less]*
98D.
(a) is that a windmill? [pronounced win-mill]*
(b) is that a windmill? [pronounced wind-mill]
(c) is that a windmill? [pronounced win-duh-mill]
99A.
(a) east side [pronounce east/side]
(b) east side [pronounce eesayd]*
(c) east side [pronounce east-uh-side]
99B.
(a) wild boar [pronounce wild-uh-boar]
(b) wild boar [pronounce wild/boar]
(c) wild boar [pronounce wile/boar]*
99C.
(a) east hill [eas/hill]
(b) east hill [east/hill]*
(c) east hill [eey/ill]
99D.
(a)blind youth [bline youth]
(b) blind youth [blind youth]*
(c) blind youth [bline-duh-youth]
99E.
(a) wild ride [wile ride]
(b) wild ride [wile-duh-ride]
(c) wild ride [wild ride]*
99F.
(a) west world [wes world]
(b) west world [west uh world]
(c) west world [west world]*
99G.
(a) shortstop [shore stop]
(b) shortstop [short uh stop]
(c) shortstop [shortstop]*
100A.
(a) I love chocolate [chawklet]*
(b) I love chocolate [chawk-a-let]
(c) I love chocolate [chawk-a-let-ah]
100B.
(a) I love history [hi-to-riy]
(b) I love history [his-triy]*
(c) I love history [his-to-riy-a]
101.
(a) I love you because you're cute [ because]
(b) I love you because you're cute ['cause]*
(c) I love you because you're cute [ uz]
102.
(a) What's the temperature? [temp-per-a-chure]
(b) What's the temperature? [tem-chure]
(c) What's the temperature? [tem-puh-chure]*
103.
(a) lots of luck [lots uhv luck]
(b) lots of luck [lots uh luck]*
(c) lots of luck [lots oh luck]
104A.
(a) if he goes [ if eey goes]*
(b) if he goes [if hee goes]
(c) if he goes [if ____goes]
104B.
(a) I should have gone [I should have gone]
(b) I should have gone [I should av gone]*
(c) I should have gone [ I should ___ gone]
105.
(a) tell them "yes" [ tell them]
(b) tell them "yes" [ tellem ]*
(c) tell them "yes" [tell ____yes]
106A.
(a) I guessed [gess-ed]
(b) I guessed [gest]*
(c) I guessed [gezd]
106B.
(a) some bags [ bags]
(b) some bags [bag-us]
(c) some bags [bagz]*
106C.
(a) he fished [ fish-ed]
(b) he fished [fish-t]*
(c) he fished [fizh-ed]
106D.
(a) he had to go [hada]*
(b) he had to go [had to]
(c) he had to go [hat ah]
107A.
(a) they have to see [have too]
(b) they have to see [hav tuh]
(c) they have to see [haf tuh]*
107B.
(a) She has to go [has tuh]*
(b) She has to go [haz duh]
(c) She has to go [has too]
107C.
(a) throw the horseshoe [horshuw]*
(b) throw the horseshoe [horse shuw]
(c) throw the horseshoe [ horse uh shuw]
107D.
(a) his shirt [hishirt]*
(b) his shirt [hiz shirt]
(c) his shirt [hi shirt]
107E.
(a) good boy [good boy]
(b) good boy [goo boy]*
(c) good boy [good oy]
107F.
(a) my pet kitten [pet kitten]
(b) my pet kitten [pet uh kitten]
(c) my pet kitten [pehkitten]*
107G.
(a) he's in pain [hes in pain]
(b) he's in pain [hes im pain]*
(c) he's in pain [hes in uh pain]
107H
(a) give me a break [give me a break]
(b) give me a break [give uh me uh a break uh]
(c) give me a break [ gimmee a break]*
108A.
(a) he lets you talk [he let shyu talk]*
(b) he lets you talk [he lets you talk]
(c) he lets you talk [he lets jew talk]
108B.
(a) procedure [pro cede your]
(b) procedure [pro cede dgyure]*
(c) procedure [prow ced tchure]
109A.
(a) places [place us]
(b) places [place uz]*
(c) places [place]
109B.
(a) tense [ten suh]
(b) tense [tends]
(c) tense [tents]*
109C.
(a) comfort [com fort]
(b) comfort [com ort]
(c) comfort [kumpfort]*
110A.
(a) fifths [fifs]*
(b) fifths [fif-th-us]
(c) fifths [fits]
110B.
(a) fifth street [fifthstreet]
(b) fifth street [fif uh street]
(c) fifth street [fishtreet]*
111.
(a) he's handsome [handsome]
(b) he's handsome [hansum]*
(c) he's handsome [hanum]
112.
(a) find out [fayn dowt]*
(b) find out [find out]
(c) find out [fayn out]
113A.
(a) these three [these uh three]
(b) these three [these three]*
(c) these three [these uh three uh]
113B.
(a) seal [siy uhl]*
(b) seal [siyl]
(c) seal [siyluh]
113C.
(a) fear [fiyr]
(b) fear [fi uhr]*
(c) fear [fiyr uh]
114A.
(a) sleep [leep]
(b) sleep [teep]
(c) sleep [sleep]*
114B.
(a) thwart [tort]
(b) thwart [thort]
(c) thwart [thwart]*
114C.
(a) drink [dink]
(b) drink [drink]*
(c) drink [dlink]
115A.
(a) square [skare]
(b) square [square]*
(c) square [eskare]
116A.
(a) filled [filled]*
(b) filled [filluh]
(c) filled [fid]
116B.
(a) stopped [stopped]*
(b) stopped [stopp-ed]
(c) stopped [stopp-et]
116C.
(a) cleans [clean]
(b) cleans [clean-es]
(c) cleans [cleanz]*
116D.
(a) bathes [bathez]*
(b) bathes [bathes]
(c) bathes [bay tes]
117A.
(a) links [links]*
(b) links [link es]
(c) links [lings]
117B.
(a) forced [force]
(b) forced [forc-et]
(c) forced [forct]*
117C.
(a) triumphed [try umpt]
(b) triumphed [try umpft]*
(c) triumphed [try um ed]
117D.
(a) widths [wits]
(b) widths [widez]
(c) widths [widths]*
118A.
(a) instincts [instiks]
(b) instincts [instincts]*
(c) instincts [intiks]
118B.
(a) twelfths [twels]
(b) twelfths [twefs]
(c) twelfths [twelfths]*
119A.
(a) go to Mars [ too]
(b) go to Mars [tuh]*
(c) go to Mars [toom]
119B.
(a) less than a mile [ less n]*
(b) less than a mile [than]
(c) less than a mile [thanah]
119C.
(a) good as gold [ az]
(b) good as gold [uz]*
(c) good as gold [uh]
120A.
(a) How do you do? [duw yuw duw]
(b) How do you do? [duh yuh]*
(c) How do you do? [duh yuh duh]
120B.
(a) hit them [hit them]
(b) hit them [hit em]*
(c) hit them [hi em]
120C.
(a) stop his car [iz car]*
(b) stop his car [hiz car]
(c) stop his car [ihh car]
121A.
(a) people would go [people would go]
(b) people would go [ud gow]*
(c) people would go [would uh gow]
121B.
(a) what will it be [ wha till it be]*
(b) what will it be [what will it be]
(c) what will it be [what till it be]
122A.
(a) the ocean [dhee owshen]*
(b) the ocean [dhuh owshen]
(c) the ocean [duh owshen]
122B.
(a) the book [dhee book]
(b) the book [duh book]
(c) the book [dhuh book]*
123.
(a) pat [bat]
(b) pat [phat]*
(c) pat [pat]
124.
(a) apartment [abartment]
(b) apartment [apartment]
(c) apartment [aphartment]*
125.
(a) safe [safe]
(b) safe [safh]*
(c) safe [save]
126.
(a) bath [bath ha]*
(b) bath [bat]
(c) bath [baht]
127A.
(a) bathe [bathe uh]
(b) bathe [bathe]*
(c) bathe [bayuhth]
127B.
(a) stop [stopuh]
(b) stop [estopuh]
(c) stop [stop]*
127C.
(a) judge [judge uh]
(b) judge [judge]*
(c) judge [ju uh dg]
128.
(a) cab [kab]
(b) cab [ka:b]*
(c) cab [ka:p]
129.
(a) bat [mmmmbat]*
(b) bat [bat]
(c) bat [pat]
130.
(a) madness [mad ness]
(b) madness [madness-through nose]*
(c) madness [mad uh ness]
131.
(a) softly [soft lee]
(b) softly [softly-with lateral plosion]*
(c) softly [sof lee]
62. Stops vs Affricates SIWI tear - chair tease - cheese tin - chin top - chop talk - chalk ticks
- chicks tiled - child tip - chip tips - chips tore - chore two – chew
63. Fricatives vs Affricates SIWI sore - chore sum - chum sip - chip sick - chick sat - chat
Sue - chew silly - chilly soak - choke suck - chuck sill - chill search – church
64. Stops vs Fricatives and Affricates SFWF rat - rash out - ouch write - rice cat - catch
late - lace hut - hush mat - match road - rose head - hedge hit - hiss coat – coach
65. Voiced vs Voiceless Alveolar Stops SIWI /d/vs /t/ deer tear die tie din tin doll toll door
tore doze toes dent tent dead Ted dim Tim
66. Voiced vs Voiceless Affricates SIWI jeer cheer joke choke jeep cheap Jane chain jaw
chore jump chump jest chest gin chin Jess chess
67. Voiceless Velars vs Alveolars SIWI: /k/ vs /t/ car tar core tore cape tape cub tub cool
tool cap tap key tea call tall corn torn
68. Final Consonant Inclusion tea team tie tide hoe hope play plane car calf pea peep shoe
shoot low load
69. Final Consonant Inclusion high hide see seat shoe shoot she sheep cow couch sore
sort sea seed say save
70. Final Consonant Inclusion buy bike sew soap ow! out bee beach pie pile row road moo
move car card
71. Initial Glottal Inclusion: /h/ "A" hay "E" he "I" high "O" hoe ("U" who - yoo-hoo) eye high
air hair old hold eel heel art heart edge hedge
72. Initial Fricative Inclusion: /f/ arm farm eel feel in fin air fair oar four ace face eat feet ill
fill oh foe ox fox ale fail
73. Initial Velar Inclusion: /k/ "R" car art cart ache cake oar core ape cape air care old cold
aim came ill kill arm calm off cough
74. Init Consonant Inclusion 'sh' shower hour share air shy eye shake ache shape ape
shawl all shell "L shout out
75. Init Consonant Inclusion /s/ seal eel sell "L" seat eat sad add soak oak sold old saw oar
soil oil sour hour
76. Fricative Contrasts sort fort short sore four shore sign fine shine sell fell shell seat feet
sheet
77. Initial Alveolar Inclusion /t/ in tin eye tie ache take aim tame air tear ape tape old told
art tart
78. Initial Consonant Inclusion us bus ape tape out shout eye pie eel peel air chair ache
take old fold
79. Glottal Fric vs Alveolar Stop SIWI /h/ vs /t/ hop top hall tall horn torn high tie hose toes
hair tear hen ten hot tot
80. Glottal vs Labio-dental Fricative SIWI: /h/ vs /f/ hat fat hit fit hold fold hive five hall fall
horse force hall fall heel feel hole foal hairy fairy - - - -
81. Glottal vs Palato-alveolar Fricative SIWI hall shawl head shed horn Sean horn Shawn
harp sharp hop shop hook shook high shy hut shut heap sheep hoe show hair share heat
sheet hip ship
82. Glottal vs alveolar Fricative SIWI: /h/ vs /s/ sauce horse soup hoop sold hold side hide
sit hit sand hand suit hoot sole hole soap hope seat heat sip hip seal heel - -
83. Liquid vs Fricative SIWI /l/ vs /s/ line sign low sew lock sock long song lick sick lip sip
lend send lift sift lead seed look sook
84. Liquids vs Glides SIWI /r/ vs /w/ one run wig rig wing ring wok rock whale rail wake
rake weed read witch rich wave rave west rest
85. Fricatives vs Glides SIWI /f/ vs /w/ feel wheel fig wig fight white fork walk fall wall fish
wish feel wheel full wool fail whale fade wade
86. Fricatives vs Glides SIWI /v/ vs /w/ vest west veil whale vine wine vet wet volley Wally
veal wheel Vic wick –
87. Palato-alveolar Fricative vs Affricates SFWF mash match dish ditch wish witch wash
watch cash catch hush hutch crush crutch marsh march
88. Palato-alveolar Fricative vs Affricates SIWI shops chops shoes choose ships chips
share chair Shane chain shin chin sheep cheep shock chock
89. Liquids vs Alveolars SIWI: /l/ vs /d/ lots dots log dog lazy daisy leap deep love dove - -
---
90. Nasals vs Liquids SIWI /n/ vs /l/ knead lead nip lip night light name lame knock lock
neigh lay no low nine line knot lot nap lap
91. Labio-dental Fricatives vs Stops SIWI: /f/ vs /d/ file dial fish dish fan Dan four door five
dive foam dome fig dig - - -
92. Alveolar vs Palato-alveolar Fricatives SIWI suit shoot sock shock sore shore sip ship
sack shack sour shower seat sheet Sue shoe –
93. Alveolar vs Labio-dental Fricatives SIWI: /s/ vs /f/ sold fold sauce force sort fort six fix
sit fit sole foal cell fell sole foal sore four –
94. Alveolar vs Labio-dental Fricatives SIWI: /s/ vs /f/ sun fun seed feed sound found seat
feet seal feel socks fox saw four sunny funny sat fat sign fine
95. /n/ vs 'sh' SIWI gnaw shore knee she nip ship nine shine neat sheet nut shut no show
knock shock
96. /w/ vs /l/ SIWI wok lock wine line weed lead white light week leek weigh lay wet let wick
lick
97. /w/ vs /l/ SIWI why lie wake lake wait late weep leap wink link Wally lolly
98. Alveolar vs Palato-alveolar Fricatives SIWI sign shine sew show sip ship saw shore
sock shock
99. /n/ vs /s/ SIWI gnaw saw nine sign nails sails kneel seal neat seat nip sip knock sock no
sew
100./n/ vs 'ng' SFWF Ron wrong pin Ping win wing thin thin
101.'th' vs /f/ SIWI thin fin thaw four thought fort thread Fred thorn fawn three free thirst first
102./v/ vs /b/ SIWI vase bars vest best vat bat V B (Vee-Bee) vote boat van ban vow bow
very berry
103. /l/ vs /j/ SIWI lawn yawn Lou you lap yap less yes lucky yucky luck yuck
104./p/ vs /sp/ pie spy peach speech pot spot pit spit pin spin pill spill
105. /s/ vs /sl/ leap sleep lip slip low slow - -
106./s/ vs /sk/ sails scales sip skip see ski sore score
107./s/ vs /st/ sick stick sack stack seal steal soup stoop –
108./t/ vs /st/ SIWI take stake talk stork tar star tack stack top stop tool stool tick stick
109./t/ vs /st/ SFWF beat Beast Bert burst wet west coat coast goat ghost wait waist net nest
pet pest feet feast vet vest
110./w/ vs /sw/ wing swing weep sweep well swell wheat sweet witch switch
111./k/ vs /sk/ key ski cat scat car scar core score cool school
112./n/ vs /sn/ nail snail knees sneeze no snow nought Snort nap snap
113./m/ vs /sm/ Mog smog mash smash mall small mile smile Mac smack
114./l/ Clusters low glow lip flip lap clap loud cloud lock block leap sleep lean clean lime
climb low blow love glove
115./r/ vs /tr/ rash trash ray tray rim trim rain train rack track Rick trick
116./r/ Clusters root fruit rat brat red bread rip drip rain train row throw
117./sk/ vs /st/ scoop stoop school stool scout stout score store sky sty skate state skill still
scamp stamp
118./k/ vs /g/ SIWI cap gap gate Kate game came gum come coat goat coast ghost cot got
119./d/ vs /t/ SFWF cord caught Bert bird wade wait wed wet bad bat bead beat write ride
sat. sad sort sword hid hit pot pod feet feed wrote road wheat weed
120./k/ vs /g/ SFWF peck peg buck bug pick pig lock log back bag stack stag tack tag –
121./p/ vs /b/ SFWF cup cub nip nib cap cab lap lab rope robe - - - -
122.Voicing SFWF peach beach town down fan van pole bowl peas bees buy pie bear pear
sip zip pig big tore door
For Learners
Demosthenes overcame and rendered more distinct his inarticulate and stammering
pronunciation by speaking with pebbles in his mouth. Plutarch
"A turtle makes progress when it sticks its neck out" - Anon
" Believe in yourself, be strong, never give up no matter what the circumstances are. You
are a champion and will overcome the dreaded obstacles. Champions take failure as a
learning opportunity, so take in all you can, and run with it. Be your best and don't ever
ever give up." - Brad Gerrard
"Cherish your visions and your dreams, as they are the children of your soul, the
blueprints of your ultimate achievements" - Napoleon Hill
"Did you know that the Chinese symbol for 'crisis' includes a symbol which means
'opportunity'? - Jane Revell & Susan Norman
"Don’t learn to do, but learn in doing. Let your falls not be on a prepared ground, but let
them be bona fide falls in the rough and tumble of the world" - Samuel Butler (1835–
1902)
"I hear, and I forget. I see, and I remember. I do, and I understand." - Chinese Proverb
"If you always do what you've always done, you'll always get what you've always got" -
NLP adage
"If you find yourself saying 'But I can't speak English...', try adding the word '...yet` -
Jane Revell & Susan Norman
"If what you're doing isn't working, try something else!" - NLP adage
"If you know what you want, you are more likely to get it" - NLP adage
"It had long since come to my attention that people of accomplishment rarely sat back
and let things happen to them. They went out and made things happen." - Elinor Smith
"It's not just about looking and copying, it's about feeling too" - Paul Cezanne
"It's ok to try things out, to ask questions, to feel unsure, to let your mind wander, to
daydream, to ask for help, to experiment, to take time out, not to know, to practise, to ask
for help again - and again, to make mistakes, to check your understanding" - Jane Revell
& Susan Norman
"Learning is never done without errors and defeat." - Vladimir Lenin
"Nothing we ever imagined is beyond our powers, only beyond our present self-
knowledge" - Theodore Roszak
"One of the greatest discoveries a man makes, one of his great surprises, is to find he can
do what he was afraid he could not do." - Henry Ford
"One must have strategies to execute dreams." - Azim Premji, CEO Wipro Ind
"One must learn by doing the thing; for though you think you know it, you have no
certainty, until you try." - Sophocles
"People learn more quickly by doing something or seeing something done." - Gilbert
Highet
"The important thing in life is not the triumph but the struggle." - Pierre de Coubertin
"Teachers open the door, but you must enter by yourself." - Chinese Proverb
"Too much credit is given to the end result. The true lesson is in the struggle that takes
place between the dream and reality. That struggle is a thing called life!" - Garth Brooks
"The more I want to get something done, the less I call it work." - Aristotle
" The only dreams impossible to reach are the ones you never pursue." - Michael
Deckman
" There two types of people; the can do and the can't. Which are you?" - George R.
Cabrera
"Whenever you feel like saying 'Yes, but....`, try saying instead 'Yes, and....'" - Jane
Revell & Susan Norman
"Whether you think you can, or think you can't...you're right!" - Henry Ford
"You've got to ac-cent-tchu-ate the positive, eliminate the negative, latch onto the
affirmative, don't mess with Mr In-between" - Popular song
"I believe in hard work and luck, and that the first often leads to the second" ~
J.K.Rowling
"You can cage the singer but not the song." ~ Harry Belafonte
"Every burned book or house enlightens the world; every suppressed or expunged word
reverberates through the earth from side to side." ~ Ralph Waldo Emerson
"Of the Seven Deadly Sins, anger is probably the most fun. To lick your wounds, smack
your lips, over grievances long past, roll over your tongue the prospect of bitter
confrontations still to come, savor the last toothsome morsel both the pain you are given
and the pain you are giving back - is a feast fit for a king. The chief drawback is that what
you are wolfing down is yourself. The skeleton at the feast is you." ~ Frederick Buechner
"Don't let life discourage you. Everyone who got where he is, had to begin where he
was." ~ Richard L. Evans
"I am not a vegetarian because I love animals; I am a vegetarian because I hate plants." ~
A. Whitney Brown
"There is no elevator to success. You have to take the stairs." ~ Author Unknown
"Behold the turtle. He makes progress only when he sticks his neck out." ~ James Bryant
Conant
"What I want is all the power and none of the responsibility" ~ Ashleigh Brilliant
"I hope I'm not waiting here for someone who's waiting for me somewhere else" ~
Ashleigh Brilliant
"Ben Franklin may have discovered electricity - but it was the man who invented the
meter who made the money." ~ Earl Warren
"Life is not easy for any of us. But what of that? We must have perseverance and above
all, confidence in ourselves." ~ Marie Curie
"Our patience will achieve more than our force." ~ Edmund Burke
"Continuous effort- not strength or intelligence- is the key to unlocking our potential." ~
Winston Churchill
"The power of accurate observation is called cynicism by those who have not got it." ~ G.
B. Shaw
"The trouble with the rat race is that even if you win, you're still a rat." ~ Lilly Tomlin
"A man can fail many times, but he isn't a failure until he begins to blame somebody
else." ~ John Burroughs
"The object of war is not to die for your country but to make the other bastard die for
his." ~ George Patton, US
"Love is like quicksilver in the hand. Leave the fingers open and it stays. Clutch it, and it
darts away." ~ Dorothy Parker
"Life has taught us that love does not consist in gazing at each other but in looking
outward together in the same direction. " ~ Antoine de Saint-Exupéry
"The first thing to learn in intercourse with others is non-interference with their own
peculiar ways of being happy, provided those do not assume to interfere by violence with
ours." ~ William James
"If merely 'feeling good' could decide, drunkenness would be the supremely valid human
experience." ~ William James
— John Ciardi
"Men are like steel. When they lose their temper, they lose their worth." ~ Chuck Norris
-- B. Shaw
[end]