Chapter 1-Why Learn English - MARCH 1

Chapter 1: English as a Second Language Why Learn English?
English Language Facts

Nowadays, it is really important to learn English whether you are a student or a
business person, English will give you the freedom to travel, better jobs and social
enjoyment. There are many reasons to learn English that you have to take into
account. You will be able to improve your whole life if you decide to learn English.
Nowadays in the competitive job market it is necessary to speak English. So if you
learn English you will have a better chance of getting a job that pays more.
English Statistics
More than 400 million people have the English as their mother tongue;
the largest concentrations are in United States, United Kingdom,
Canada, Australia, Ireland, South Africa and New Zealand.
English is an official language in many countries like Cameroon, Fiji, the
Federated States of Micronesia, Ghana, Gambia, India, Kiribati, Lesotho,
Liberia, Kenya, Namibia, Nigeria, Malta, the Marshall Islands, Pakistan,
Papua New Guinea, the Philippines, Puerto Rico, Rwanda, the Solomon
Islands, Samoa, Sierra Leone, Singapore, Sri Lanka, Swaziland,
Tanzania, Zambia, and Zimbabwe.
Over 600 million people speak English as a second language and an
additional 100 million people use English as a foreign language.
India is the nation where English is spoken or understood for more
people than any other country in the world.
In many former colonies or dependent territories of the UK and USA,
such as Hong Kong and Mauritius, the English is an important
language.
English language is more spoken and written than any other language in
the world.
English has an extensive and rich vocabulary, the Oxford English
Dictionary lists about 500,000 words and an additional half-million
technical and scientific terms remain uncatalogued.
English is the official language of 70 countries and where it is not official
has an important position because is needed in many fields and jobs.
English is considered the main language of international organizations
like the United Nations and the European Free Trade Association.
Approximately, 80% of business communications around the world take
place in the English language.
REASONS TO LEARN ENGLISH

Many books, newspapers, airports and air-traffic control, technology, sports,
pop music and advertising have the English as the dominant language.
In general, the universal language on the Internet is the English.
The majority of the electronically stored information around the world is in
English. English is one of the easiest languages to learn and to use for its
simple alphabet, easy words, short words and easy plurals.
You can travel to any English speaking country without the need of have a
translator. Usually, if you dont know the language your trip would be hard and
maybe you wouldnt enjoy it.
Learn English will help you to communicate with relatives, in-laws or friends
who speak a different language. English is also helpful if you are going to move
to a different country because it is a global language.
English Manual and Workbook: Ms. Celestial 1

A lot of educational information is in English; therefore to have access to this

material or maybe communicate with other students it is necessary to have
knowledge of English.
It is necessary to learn English if you are planning to study at a foreign
university or school. Usually many educational institutions will provide you
preparatory courses to improve your English language skills but you have to
have at least a medium level of knowledge.
What are the Differences Between Filipino English and English Spoken by Native
Speakers in English-Speaking Countries?
Did you know that Filipino English is essentially a different language than American
English? According to a study published on the Ritsumeikan University website,
Filipino English is systemically different from English spoken in English-speaking
countries. In Philippine English: A Case of Language Drift by Jonathan Malicsi in the
September 2010 issue of Ritsumeikan Studies in Launguage and Culture, the
author compared Filipino English with what the author called International
English. International English is a general term for the type of English used in
print and broadcast media in English-speaking countries such as the United States,
the U.K., Australia and Canada. In the study, Malicsi examined the language of
English teachers, media practitioners and leaders of society in the
Philippines. Remarkably, even Filipino college and university English instructors --
some of the best English speakers in the country cant identify the correct
International English form on average 25% of the time in tests. While this might not
be a problem for Filipinos communicating with each other, for learners in other
countries whose goal is to speak American, or to perform well on a TOEIC test, then a
25% or greater difference in language can be quite significant.
How do the language differences between Filipino and native English affect learning?
Imagine that you are traveling abroad and have just finished a nice meal with food and
drinks. Wanting to relieve yourself, you ask, Where is the comfort room
please? Because the listener doesnt understand what a comfort room is, he will try
to guess. If the restaurant is in a hotel, he might guess that you want a comfortable
room and direct you to the reception desk of the hotel. Outside of a hotel, it could
just cause confusion and embarrassment.
Alternatively, consider that you have just asked for directions and someone is trying to
help you. She says, Ill go ahead, and starts walking away. In Filipino English, Ill
go ahead, means goodbye. In International English it means, Ill go first. Please
follow me. or Ill go first. Please meet me there. If you only know Filipino English,
you will think the conversation is over and will leave your conversation partner waiting
expectantly.
Why Filipinos should learn the English language?
Every language is beautiful but English is the most commonly used language among
foreign language speakers. Throughout the world, when people with different
languages come together they commonly use English to communicate. Training and
learning English is very important because it can be the bridge to achieve
satisfaction in ones life. It improves and excels ones chance of getting a good
job, helps one communicate to have more friends and broadens ones social
networking. Lastly, people who understand English can travel much more
countries by themselves than people who do not speak English. Therefore, its an
advantage to learn English.

Decades ago, speaking English was only a social status: Speaking the language at that
time would tag someone as kolehiyala English or mimicking Kris Aquino in her late
teen years. Nowadays, speaking the language has more perks: getting employed, more
windows of opportunity for different individuals. Just learn to speak the language
and there are many great things that await you.
Answer the following questions:

Exercise
1. Give at least 5 facts about the English language?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
2. In your own opinion, what do you think is the importance of learning the
English language as a Filipino?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

Chapter 1: English as a Second Language Accent Neutralization
Your Voice
Objectives:
1. Define and locate the speech apparatus on the diagram

2. Explain the function of the speech structures
3. Explain what happens when you breathe and its relationship to speaking
4. Discuss how you make speech sounds
5. Demonstrate the different vocal quality such as resonance, pitch, range,
volume, intensity, rate, inflection, flexibility, emphasis and others.
Breathing Apparatus
Correct use of your voice depends first upon correct breathing. Below is a diagram of
the breathing structure.
Structure Description
thorax Chest cavity from neck to abdomen
Band-like bones which encircle the chest cavity
ribs Space between them is filled by two distinct layers of
tissue consisting of the external intercostals muscles
Powerful, dome-shaped muscular wall between the chest
diaphragm
and the abdomen

Performs the major function in the breathing process

Sac-like organs that fill with air when expanded and expel
lungs
air when compressed
bronchial tubes Two air passages leading from the lungs to the trachea
Windpipe, the main tube by which air passes to and from
trachea
the lungs
Boxlike upper part of the trachea which contains the
larynx
vocal cords
HOW YOU BREATHE

This is what happens when you take a breath and prepare to speak.
1. As we inhale, the diaphragm contracts and flattens. Simultaneously, the rib
goes up and out as the intercostals muscles contract. This process enlarges the
size of the chest cavity, creating a partial vacuum entering through the mouth
and nose, going down the air tubes into the lung cells, and expanding the
lungs.
2. When exhaling, the abdominal muscles contract, pushing the diaphragm
upward. Simultaneously, the internal intercostals muscles contract, pulling the
ribs in. This reduces the size of the chest cavity.
As a speaker, your prime interest in breathing should be focused on three aspects.
To have a full supply of air to use while
How to breathe correctly
speaking
To avoid running out of breath at
How to control the output of the air
awkward moments
To correct and control breathing for
How to build up breathing power
speech to come easy and natural for you
ACTIVITY
Goal: To breathe naturally and correctly using the diaphragm
1. Sit In a relax position, and place your hands on the soft spot of your
abdomen. Inhale slowly and deeply, feeling how the upper abdomen tends to
push out against your hands. Exhale suddenly, and notice how the walls of the
abdomen sink in. Do this again and again until you establish the feeling that
your breathing is centered at your diaphragm.
Goal: To control your incoming air
2. Stand erect with hands on your waistline. Exhale all the air in your lungs. Then
inhale gently as your teacher counts slowly to ten. When the count of ten has

been reached, your lungs should be completely full of air. Hold your breath a
fraction of a moment, and then exhale with force.
Goal: To control your outgoing air
3. Reverse the process of the above exercise. Start with a lungful of air and then
exhale slowly to the count of ten, emptying your lungs when the final number
has been reached. Do it again, raising the count to fifteen, then twenty-five, and
finally thirty.
Goal: To control the output of air

4. Inhale quickly but deeply; then say the following jingle twice on one exhalation.
Control the output of air so that you reach the end of the jingle the second time
just as your breath gives out.
Star light, star bright
First star Ive seen tonight.
I wish I may, I wish I might
Have the wish I wish tonight
Goal: To practice swift, light inhalation and steady controlled exhalation

during reading
5. Read aloud a short, easy paragraph from some book or magazine. At every place
where the meaning of the selection might require a pause, take a quick breath
to replenish the air supply of your lungs. Then dole out your breath carefully
during exhalation so that the last syllable of the longest sentence or phrase you
are reading is as audible as the first.
HOW YOU MAKE SPEECH SOUNDS
STRUCTURES DESCRIPTION
Located in the larynx
Band-like folds of membrane which have the ability to
tighten or relax
When the cords are relaxed, the stream of air that is
Vocal Cords expelled from your lungs during exhalation passes
between them without creating any noticeable sound.
But when the cords are tightened, the breath stream
strikes the cords and sets them into vibration, thus
creating a sound wave that is audible.
A bit of thin cartilage which folds back the opening of
Epiglottis the vocal cords to prevent food or saliva from sliding
down the windpipe when you swallow
Are the tongue, teeth, lips, and soft palate
After voice has been produced in the larynx, it is carried
by the air stream into the mouth and nose where it is
Articulators
formed into the distinct consonant or vowel sounds by
the action of the articulators
Tongue does most of the work in sounds like t, d, s, z, l,

n and th.
Soft palate: k, hard g, and ng
Lips: p, b, f, v, w, wh
Are the pharynx (the throat cavity between the mouth

and the esophagus) the mouth, the nasal cavities and
Resonators the sinus cavities
Purpose: To magnify the sounds that is initiated by the
vocal cords to lend depth of tone to your voice.
Improving Voice Quality
A. Resonance the ringing, resounding, or vibrating quality of a voice. This

results from the proper use of resonators.
1. Hum softly m-m-m-m. Feel the vibration on your lips and in your nose.
2. For practicing resonance intone the following sentences, sending the breath
freely through the nose.
Maggie and Milly and Molly and May
Went down to the beach to play one day
And Maggie discovered a shell that sang
So sweetly she couldnt remember her troubles and
Milly befriended a stranded star
Whose rays five languid fingers were:
And Molly was chased by a horrible thing
Which raced sideways while blowing bubbles: and
May came home with a smooth round stone
As small as a world and as large as alone.
For whatever we lose (like you or a me)
Its always ourselves we find in the sea
B. Pitch Concerns how high or a low a voice may be

1. Speak the first words of the following passage in a low voice. Gradually raise the
pitch of your voice as your excitement increases.
There is no way. I couldnt face myself if I did what you suggest. Its impossible.
You can accept it of me you cant. I wont do it. Ill never do it. Never! Never!
Never!
2. Rise to a high pitch to show excitement and tension

There he is, over there! Hes circling lower. He must be in difficult! Look! Look!
The engines on fire!
C. Volume Force or loudness of tone

1. Say You have to do it with sufficient volume to meet the demands of the
following imaginary situations.
(a) I normal conversation with a friend
(b) In a classroom filled with 40 students
(c) In the auditorium with all graduating students

D. Intensity A quality in speaking that arise from strong feeling. Never confuse it
with mere loudness of tone.
Purpose: To express pure joy and rapture
How good to be back! Every sound and smell and sight shouted its
welcome to the eagerness that was in us. We had come home. There on the
front porch stood Mother and dad arms outstretched and halfway down the
path lay ancient Wog, faithful weary symbol of unquestioning devotion, wagging
his matted tail in recognition of the prodigal children. Old hemlock tree, were
back! Old gabled roof, were home again! How right the poet was when once she
said, World, I cannot hold thee close enough! and how strange that such a fire
should start these tears.
E. Range the distance, measured in notes between the lowest pitch and the
highest pitch of a comfortable, effective speaking voice.
1. Starting at the lowest speech you can comfortably reach, count from 1 to 9,
speaking each on a gradually rising scale almost as if you were singing. A
good speaking voice should have a range of at least seven notes.
2. Say these as indicated.
(a) This is my normal pitch (natural tone of voice)
(b) This is a low pitch (lower voice by three notes)
(c) This is a high pitch (raised voice by three notes)
F. Rate the speed of speaking
Adjust your rate of speaking as you read this selection.
Half a league, half a league, Peter Piper picked a peck of pickled

Half a league onward, pepper
All in the valley of death A peck of pickled pepper Peter Piper
Rode the six hundred. picked
Forward, the Light Brigade! If Peter Piper picked a peck of pickled
Charge for the guns! He said. pepper
Into the valley of death Wheres the peck of pickled pepper
Rode the six hundred. Peter Piper picked?
G. Flexibility& Inflection The ability of a voice to modulate or vary within a

pleasant range of tone
Purpose: To avoid monotony
1. Say His Dad is going to see you tonight, in the following ways.
(a) Threateningly
(b) Happily
(c) Doubtfully
(d) Casually
(e) Soothingly
(f) Indignantly
2. Practice reading the following lines.

Who is here so base that would be a bondman? If any, speak; for him
have I offended. Who is here so rude that would not be a Roman? If any,
speak; for him have I offended. I pause a reply:
As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as
he was valiant, I honor him; but as he was ambitious, I slew him.
H. Enunciation the clearness with which a speaker forms his words.

Purpose: To make the spoken words distinct and clearly audible.
1. Practice these sentences for enunciation drill, taking care to speak them as
clearly and as distinctly as possible.
a. She shuns the seashore since she saw the shinning shells
b. Thirty thirsty thundering thugs thumped their way through the thicket
c. A big black bug bit a big black bear
d. Amos Ames was an amiable astronaut
2. And the muttering grew to a grumbling

And the grumbling grew to a mighty rumbling
And out of the houses the rats came tumbling
Great rats, small rats, lean rats, brawny rats
Brown rats, black rats, gray rats, tawny rats
I. Emphasis stress placed upon any syllable, word, group of words or portion of
a speech.
Purpose: To bring out significant meanings
Emphasis is achieved by the use of inflection, pitch, volume and pause.
Read the following sentence aloud, bringing out the different meanings indicated by
emphasizing the italicized words.
(a) Did Valerie get an A grade in Calculus? (Im surprised)
(b) Did Valerie get an A grade in Calculus? (It must have been someone else)
(c) Did Valerie get an A grade in Calculus? (Are you sure it was an A grade)
(d) Did Valerie get an A grade in Calculus? (It must have been some other course)
Multiple Choice
A. Identify the parts of the breathing apparatus. Encircle the letter of the correct
answer:
1. It is a powerful, dome-shaped muscular wall between the chest and the

abdomen
a. Ribs b. diaphragm c. intercostal muscles d. trachea
2. A bit of thin cartilage which folds back the opening of the vocal cords to prevent
food or saliva from sliding down the windpipe when you swallow
a. Trachea b. throat c. epiglottis d. resonators
3. They are the tongue, teeth, lips, and soft palate.
a. Articulators b. resonators c. trachea d. vocal chords

4. Sac-like organs that fill with air when expanded and expel air when compressed
a. Diaphragm b. ribs c. bronchial tubes d. lungs
5. Are the pharynx (the throat cavity between the mouth and the esophagus) the
mouth, the nasal cavities and the sinus cavities
a. articulators b. resonators c. trachea d. vocal chords
6. Two air passages leading from the lungs to the trachea.
a. thorax b. abdomen c. vocal chords d. bronchial tubes
7. Boxlike upper part of the trachea which contains the vocal cords.
a. pharynx b. mouth c. larynx d. nasal cavity
8. Band like bones that encircles the chest cavity, they expand when we inhale
and contracts when we exhale.
a. trachea b. bronchial tubes c. rib cage d. diaphragm
9. Also called the windpipe, the main tube by which air passes to and from the
lungs.
a. trachea b. bronchial tubes c. larynx d. pharynx
10. This is the chest cavity from the neck to the abdomen.
a. trachea b. thorax c. lungs d. Esophagus
COMPLETE THE CROSSWORD PUZZLE BELOW
Improving Voice Quality
3 4

Down
1. concerns how high or low the voice may be
2. the clearness with which a speaker forms his words
4. stress placed upon any syllable, word or group of words or portion of a
speech
5. the distance measures in notes between the lowest pitch and the highest
pitch of a comfortable effective speaking voice
Across
3. the ringing resounding or vibrating quality of a voice
6. the speed of speaking
7. a quality in speaking that arise from a strong feeling

Objectives:
1. Distinguish Filipino sounds from the sounds in American English.

2. Practice the formation and combination of American English sounds
3. Familiarize with the jump up and step down intonation pattern inherent to
American speech.
4. Apply the accent and intonation patterns of American English in dialogue and
converssational drills.
There are 3 level of English pronunciation:

Level 1: People often don't understand what you want to say. You use the wrong
sounds in English words.
Level 2: People understand what you want to say, but it is unpleasant to listen to you.
Level 3: People understand you, and your English is pleasant to listen to
Can I reduce my Accent?
Anybody with the desire to reduce their accent can reduce their accent.
Change begins with the desire to change. When we combine our desire with proper
instruction and practice, we achieve success!
The key to learning to speak English clearly and correctly is training and
practice. Clear and accurate speech comes from "doing."
Reducing your accent is different than otherskills such as grammar and vocabulary.
Studying accent reduction is more like studying dance, music, sports or martial arts.
It involves the training of muscle groups. Everybody is born with these muscle groups
located in our tongue, lips and jaw.
All that you need is the desire to change, proper instruction and most of all practice
and training! Accent reduction is about "doing."
Simply observing or knowing how to, is not enough. Awareness and knowledge is
important but you have to try it in order to be able to actually do it.
What is an "Accent?"
We often hear people say, " I want to reduce my accent," or "He has an accent, ". But
what exactly is an accent ?
Essentially, an accent is the process by which a speaker substitutes a sound from
their native language for a sound from English. This transference occurs mainly for
two reasons.
The first reason is that the speaker is not aware that a specific sound exists in
English. Hence, they use the closest sound from their native language instead.
For example, many students are unaware of the sound /I/ as in the word chip or big.
As a result, when saying the word chip,they substitute a similar sound which exists in
their native language. Usually, they choose /i/ as in the word he or meet.
So a word like chip ends up sounding like cheap and there it is , an accent -not to
mention some confusion in mid -conversation.
The second reason a speaker substitutes the wrong sound is that he or she may
simply find it too difficult to pronounce the correct sound.
For example, many students are aware of the sound /th/ as in think or that. However
the articulation of the sound is just too difficult or feels unnatural The result is that
/th/ is pronounced like /s/, /z,/ /d/ or /t/.
The word that may sound like zat or dat The student chooses /z/ or /d/
because it's easier and close enough.

Another element of an accent is incorrect intonation. English has a melody. You

have to become aware of the melody of English. Don't worry. It's a very simple
melodyand you don't have to have musical training or a musical ear to learn it. It
doesn't involve specific pitches just knowing when to raise your pitch and when to
lower it.
Finally, some people have accents because they put the stress in the wrong places
of words and sentences.
For example instead of saying convince
They might say: convince
This can be confusing for a listener. But there are simple rules to guide you when
you're not sure. Once you learn the rules, it gets easier and the stress patterns start to
become second nature.
In order to lose your accent, you must first become aware of all the sounds of
English. For example, there are five vowels in the Latin alphabet-A, E, I, O and U.
However, there are fifteen vowels sounds in English! You are probably already aware of
most of them.
Losing your accent involves learning how to properly articulate the vowels and
consonant sounds and finally, using them habitually in your everyday speech.
WORD STRESS
The English language is often referred to as stress-timed. This means that stress in a
spoken sentence occurs at regular intervals and the length it takes to say something
depends on the number of stressed syllables rather than the number of syllables itself.
A stress-timed language is a language where the stressed syllables are said at
approximately regular intervals, and unstressed syllables shorten to fit this rhythm.
Stress-timed languages can be compared with syllable-timed ones, where each syllable
takes roughly the same amount of time.
A syllable-timed language is a language whose syllables take approximately equal
amounts of time to pronounce. It can be compared with a stress-timed language,
where there is approximately the same amount of time between stressed syllables.
Learners whose first language can be described as syllable-timed often have problems
recognizing and then producing features of English such as contractions, main and
secondary stress, and elision.
English, German and Arabic are examples of stress-timed languages, while French,
Spanish and Japanese are syllable-timed.
English is a stress timed language
The English language is often referred to as stress-timed. This means that stress in a
spoken sentence occurs at regular intervals and the length it takes to say something
depends on the number of stressed syllables rather than the number of syllables itself.
Try saying each one of the four sentences below in 4 seconds:
1, 2, 3, 4,
1 and 2 and 3 and 4
1 and a 2 and a 3 and a 4
1 and then a 2 and then a 3 and then a 4

The four sentences take the same length of time to say and you will notice the
numbers are stressed and the unstressed words in between are said much more
quickly in order to keep the rhythm of the language. In other languages, which are not
stress-timed the stress would fall more equally on each word and syllable.
WORD STRESS
Word stress patterns

Word stress patterns indicate which syllables are stressed, or emphasised, in a word.
Example
Photograph' has word stress Ooo (stress on the first syllable), photographer' has word
stress oOoo (stress on the second syllable).
There are many ways to indicate word stress visually, including the method above,
using an apostrophe at the beginning of the stressed syllable or writing the stressed
syllable in bold.
Using the example above:
Method 1
Photograph -> 'pho-to-graph
or
Photographer -> pho-'tog-ra-pher
Method 2
Photograph -> pho-to-graph
or
Photographer -> pho-tog-ra-pher
Understanding Syllables
To understand word stress, it helps to understand syllables.
Every word is made from syllables. Each word has one, two, three or more syllables.
A good way to find the number of syllables in a word is to clap whilst saying it, putting
emphasis on the syllables at the same time.
For example, the word 'table' has two syllables; therefore you clap twice when saying
it.
The word 'interesting' has 4 syllables you, therefore, should be clapping 4 times when
saying it.
Rules of Word Stress in English
There are two very simple rules about word stress:

1. One word has only one stress. (One word cannot have two stresses. If you
hear two stresses, you hear two words. Two stresses cannot be one word. It is
true that there can be a "secondary" stress in some words. But a secondary

stress is much smaller than the main [primary] stress, and is only used in long
words.)
2. We can only stress vowels, not consonants.
Here are some more, rather complicated, rules that can help you understand where to
put the stress. But do not rely on them too much, because there are many exceptions.
It is better to try to "feel" the music of the language and to add the stress naturally.
1. Stress on first syllable
rule example
Most 2-syllable nouns PRESent, EXport, CHIna, TAble
Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy

2. Stress on last syllable
rule example
Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to beGIN
There are many two-syllable words in English whose meaning and class change with a change in stress.
The word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or
an adjective (opposite of absent). But if we stress the second syllable, it becomes a verb (to offer).
More examples: the words export, import, contractand object can all be nouns or verbs depending on
whether the stress is on the first or second syllable.
3. Stress on penultimate syllable (penultimate = second from end)

rule example
Words ending in -ic GRAPHic, geoGRAPHic, geoLOGic
Words ending in -sion and -tion teleVIsion, reveLAtion
For a few words, native English speakers don't always "agree" on where to put the stress. For example,
some people say teleVIsion and others say TELevision.
Another example is:CONtroversy and conTROversy.

4. Stress on ante-penultimate syllable (ante-penultimate = third from end)
rule example
Words ending in -cy, -ty, -phy and - deMOcracy, dependaBIlity, phoTOgraphy,

gy geOLogy
Words ending in -al CRItical, geoLOGical

5. Compound words (words with two parts)

rule example
For compound nouns, the stress is on the first part BLACKbird, GREENhouse
For compound adjectives, the stress is on bad-TEMpered, old-FASHioned

the second part
For compound verbs, the stress is on to underSTAND, to overFLOW

the second part
Stressing is giving emphasis or meaning to a syllable or word.
Components of Stress
1. Intensity or Volume (force or loudness)
2. Pitch (highness or lowness)
3. Duration (length)
STRESS & PRONUNCIATION

Squeezed-out syllables
Intonation can also completely take away whole syllables. Some longer words
that are stressed on the first syllable squeeze weak syllables right out.
Actually {AEk-chully} Every {evhree}
Average {AEvrj} Famil {fAEmlee}
Aspirin {AEsprin} Finally {fyn-lee}
Broccoli {brAklee} General {jenrl}
Business {bizness} Groceries {grossreez}
Camera {kAEmruh} Interest {intrst}
Chocolate {chAklt} Jewelry {joolree}
Comfortable {kmf-tbl} Corporal {corpl}
Mathematics {mAEthmAEdix} Memory {memree}
Desperate {desprt} Orange {ornj}
Diamond {dAImnd} Probably {prAblee}
Diaper {dAIper} Restaurant {restrAnt}
Different {diffrnt} Separate {seprt}
Emerald {emrld} Several {sevrl}
Vegetable {vej-tbl} Liberal {librl}
Beverage {bev-rij} Conference {cAnfrns}
Bakery {bAY-kree} Coverage {cvrij}
Catholic {cAEth-lik} history {hisstree}
Accidentally {AEksuh-dent-lee} Nursery {nrsree}
Onion {uhnyn} Basically {bay-suh-klee}

Heteronyms
What are heteronyms?
Heteronyms are words that are spelled identically but have different meanings when
pronounced differently. For example: Lead, pronounced LEED, means to guide.
However, lead, pronounced LED, means a metallic element. Compare heteronyms to
homographs, homophones, and homonyms
Homographs are words that are spelled the same but differ in meaning, derivation, or
pronunciation. Homophones are words that are pronounced the same but differ in
meaning, derivation, or spelling. Homonyms are words that are spelled and
pronounced the same but have different meanings. There is overlap among these
categories.
Heteronyms are specific types of homographs in which the different pronunciations

are associated with different meanings. Many heteronyms are the result of one
pronunciation being a verb and another being a noun.
Here is a list of some of the most common heteronyms in the English language:
o affect - (ah-FECT) to change; (AF-fect) feeling or emotion
o alternate - (ALT-er-nit) another choice; (ALT-er-NAIT) switch back and forth
o appropriate - (ap-PROPE-ri-ATE) to take possession of; (ap-PROPE-ri-it) suitable
o are - (AIR) 100 square meters (a hundredth of a hectare); (AHR) plural present
tense of "to be"
o arithmetic - (a-RITH-me-tic) a branch of mathematics; (AIR-ith-MET-
ic) characteristic of arithmetic
o attribute - (at-TRIB-ute) to ascribe; (AT-trib-ute) characteristic
o axes - (AX-ez) plural of axe; (AX-eez) plural of axis
o bass - (BASE) a stringed instrument; (BASS) a fish
o bow - (rhymes with "how") to incline the head in greeting; also, front of a
ship; (rhymes with "tow") weapon that shoots arrows
o bowed - (rhymes with "how'd") inclined the head in greeting; (rhymes with
"towed") bent
o buffet - (BUF-fet) to hit; (buf-FAY, boof-FAY) a meal at which guests serve
themselves from dishes on display
o close - (CLOZE) to shut; (CLOHSS) nearby
o combine - (COM-bine) threshing machine; (com-BINE) put together
o conduct - (CON-duct) behavior; (con-DUCT) to direct or manage
o conflict - (CON-flict) disagreement or fight; (con-FLICT) to be in opposition
o console - (CON-sole) upright case; also, computer terminal; (con-SOLE) to
comfort
o consort - (CON-sort) companiobn or partner; (con-SORT) to keep company
o construct - (CON-struct) something constructed; (con-STRUCT) to assemble
o content - (CON-tent) substantive part; (con-TENT) satisfied
o contest - (CON-test) competition; (con-TEST) to dispute
o contract - (CON-tract) agreement; (con-TRACT) to shrink or to agree on a project

o convert - (CON-vert) one whose belief was changed; (con-VERT) to change one's
belief
o converse - (CON-verse) opposite; (con-VERSE) to talk
o convict - (CON-vict) prisoner; (con-VICT) to find guilty
o crooked - (CROOKD) bended; (CROOK-ed) bent
o deliberate - (de-LIB-er-ate) carefully considered; (de-lib-er-ATE) to consider
o desert - (DES-ert) arid region; (de-SERT) to leave; also, something deserved
o digest - (DIE-jest) collection of published material; (die-JEST) absorb nutrients
o do - (DOO) to accomplish; (DOE) musical note
o does - (DUZ) performs; (DOZE) multiple female deer
o dove - (rhymes with "love") a bird; (rhymes with "hove") jumped off
o drawer - (DROR) compartment that is opened by pulling out; (DRAW-er) one
who draws
o ellipses - (ee-LIP-sez) plural of ellipse; (ee-LIP-seez) plural of ellipsis
o entrance - (EN-trance) entry way; (en-TRANCE) to captivate
o evening - (EVE-ning) the time of day between afternoon and night; (EVE-en-
ing) making even
o excuse - (EX-cuze) to let someone off; (ex-KYEWSS) justifying explanation
o house - (HOWSS) building that serves as living quarters; (HOWZ) to provide
with living quarters
o incense - (IN-cense) substance that produces a pleasant aroma when
burned; (in-CENSE) to anger
o intern - (IN-tern) a worker in training; (in-TERN) confine to a prescribed area
o invalid - (IN-val-id) someone who is sick or disabled; (in-VAL-id) not valid
o laminate - (LAM-in-it) a layered construct; (LAM-in-ATE) to construct by layering
o lather - (hard "th") foam or suds; (soft "th") one who installs lath (lattice)
o lead - (LEED) to guide; (LED) a metallic element
o minute - (MIN-it) sixty seconds; (my-NOOT) tiny
o moderate - (MOD-er-it) not excessive or extreme; (mod-er-ATE) to preside over
o mow - (rhymes with "cow") pile of hay stored in a barn; (rhymes with "tow") to
cut grass
o multiply - (MULT-i-PLY) to perform the mathematical operation of multiplication
on; (MULT-i-plee) in a multiple manner
o number - (NUM-ber) a discrete value or quantity; (NUM-mer) more numb
o nun - (NUN) women in a religious order; (NOON) the fourteenth letter of the
Hebrew alphabet
o object - (OB-ject) thing; (ob-JECT) to protest
o overhead - (OVE-er-head) operating expenses; also, an overhead projector; (ov-
er-HEAD) high; above the level of the head
o pasty - (PAY-stee) like glue; (PASS-tee) meat pie
o pate - (PATE) top of the head; (PAT) porcelain paste; (pa-TAY) a minced food
o perfect - (PER-fect) flawless; (per-FECT) to make flawless
o periodic - (PEER-ee-ODD-ic) occasional; (PURE-eye-ODD-ic) an iodine compound
o permit - (PER-mit) document giving permission; (per-MIT) to allow
o present - (PREZ-ent) gift; (pre-ZENT) to introduce
o primer - (PRIHM-er) elementary book; (PRY-mer) undercoat of paint
o produce - (PRO-duce) vegetables; (pro-DUCE) bring forth
o project - (PRO-ject) task; (pro-JECT) to forecast; also, to show a movie
o protest - (PRO-test) an objection; (pro-TEST) to object

o pussy - (PUHS-ee) having pus; (POOH-see) kitten

o raven - (RAY-ven) a black bird; (RAV-en) hungry
o rebel - (REB-el) one who refuses allegiance or opposes (re-BEL) to refuse
allegiance or oppose
o record - (REC-ord) a documented account; (re-CORD) to set down to preserve
o recreation - (REC-ree-A-shun) entertaining or relaxing pastime; (REE-cree-A-
shun) something that is remade, recreated
o refuse - (REF-yoos) garbage; (ref-YOOZ) to deny
o relay - (REE-lay) a race in which members of a team take turns racing; (ree-
LAY) to lay again; (rih-LAY) to pass along
o repeat - (RE-peat) repeated television show; (re-PEAT) to perform again
o rerun - (RE-run) repeated television show; (re-RUN) to run again
o resign - (re-ZINE) to quit; (re-SIGN) to sign again
o resume - (ree-ZOOM) to restart; (REH-zoom-ay) document of professional
experience
o row - (rhymes with "cow") a fight; (rhymes with "tow") a series of objects; also, to
propel a boat with oars
o sake - (SAKE) purpose; (SAH-kee) alcoholic drink
o secreted - (SEE-cret-ed) placed out of sight; (see-CREET-ed) emitted
o separate - (SEP-ar-ATE) to set apart; (SEP-ret) not joined together
o sewer - (SOE-wer) one who sews; (SOO-wer) channel for human waste
o slough - (rhymes with "tough") outer layer or covering that is shed; (rhymes with
"cow") a hole filled with deep mud or mire; (rhymes with "through") a marsh
o sow - (rhymes with "cow") a pig; (rhymes with "tow") to plant seed
o subject - (SUB-ject) the theme; also, one ruled by another; (sub-JECT) to force
upon
o suspect - (SUS-pect) one suspected of a crime; (sus-PECT) to have suspicion
o tear - (TARE) to rip; (TEER) a drop of the clear liquid emitted by the eye
o unionized - (YOON-yon-ized) belonging to a union; (un-I-on-ized) not converted
into ions
o wind - (rhymes with "find") to coil up; (WINNED) moving air
o wound - (WOOND) to injure; (WOWND) coiled up
Sometimes a word changes meaning and pronunciation based on whether the first
letter is capitalized or not. Since the only difference in the way the words are written is
capitalization, these words are also heteronyms:
o Ares - (AIRS, lower case) multiple units of 100 square meters; (AIR-eez,
capitalized) the Greek god of war
o August - (au-GUST, lower case) important; (AU-gust, capitalized) the eighth
month of the year
o Embarrass - (em-BAR-rass, lower case) mortify; (AUM-bro, capitalized) a river in
eastern Illinois
o Ewe - (YOO, lower case) a female sheep; (AY-way, capitalized) a member of a
people inhabiting southeast Ghana, southern Togo, and southern Benin.
o Job - (JOBB, lower case) task or position of employment; (JOBE, capitalized) the
author of one of the books of the Bible
o Lima - (LIE-ma, lower case) a type of bean; (LEE-ma, capitalized) the capital of
Peru
o Magdalen - (MAG-da-len, lower case) a reformed prostitute; (MAUD-len) a college
in Oxford

o Male - (MAIL, lower case) of, relating to, or designating the sex that has organs
to produce spermatozoa for fertilizing ova; (MAH-lee, capitalized) the capital of
the Maldives
o Natal - (NATE-al, lower case) relating to one's birth; (na-TAHL, capitalized) a
region of southeast Africa; also, a city in northeast Brazil
o Nice - (NICE, lower case) pleasant; (NEECE, capitalized) a city in France
o Polish - (PALL-ish, lower case) shine; (POE-lish, capitalized) from Poland
o Rainier - (RANE-ee-er, lower case) more rainy; (ray-NEER, capitalized) a volcanic
peak in Washington
o Reading - (REED-ing, lower case) observing and comprehending written
words; (RED-ing, capitalized) a borough in south-central England
o Worms - (WERMS, lower case) plural of worm; (VORMS, capitalized) a city in
southwest Germany
SENTENCE STRESS
Stress timing can help speakers communicate meaning. Learners need to be made
aware of the fact that the way they say something can affect its meaning.
Sentence stress
Sentence stress - where word stress is the accent on one syllable in a word, sentence
stress is accent on certain words within a sentence. Often considered to be the
"rhythm" of English.
Sentences - two types of words
Content words the main words of a sentence that have sense or meaning
Structure words these are small, simple, not very important words that make the
sentence grammatically correct
Sentence stress - specific rules (there are many exceptions to these rules), these rules
are for normal or neutral stress
content words stressed

structure words unstressed
time between stressed words always the same
Content words
main verbs sell, give, employ

nouns car, music, mary
adjectives red, big, interesting
adverbs quickly, loudly, never
negative auxiliaries dont, arent, cant

Structure words
pronouns I, he, she, we, they

prepositions on, at, into
articles a, an, the
conjunctions and, but, because
auxiliary verbs do, be, have, can, must
to be as a main verb is, are, was
Exception - occasionally a structure word is stressed to correct information.
Have you seen my shoes?

No, I havent, but she has.
Example: Can you do the dishes after you have finished your lunch?
The content words are stressed.

The structure words are not stressed.
The time between each stressed word is the same.
A good exercise to demonstrate the variety of meaning through intonation changes is

to take a single sentence, try stressing each word in turn, and see the totally different
meanings that come out.
1. I didn't say he stole the money.
Once you are clear on the intonation changes in the seven sentences, you can add
context words to clarify the meaning:
1. I didn't say he stole the money, someone else said it.

2. I didn't say he stole the money, that's not true at all.
3. I didn't say he stole the money, I only suggested the possibility.
4. I didn't say he stole the money, I think someone else took it.
5. I didn't say he stole the money, maybe he just borrowed it.
6. I didn't say he stole the money, but rather some other money.
7. I didn't say he stole the money, he may have taken some jewelry.
After you have mastered first-word or second-word stress, you can go on the more
complex intonation:
It's a pot.
It's new.
It's a new pot.
It's brand new.

It's a brand new pot.

It's a tea pot.
It's a new tea pot.
It's a brand new tea pot.
It's a tea pot lid.
It's a new tea pot lid.
It's a brand new tea pot lid.
Intonation refers to the tune or melodic flow of pattern of what we say. There is a
notable rise and fall of the pitch level. This is determined by the mind and attitude of
the speaker, and partly by the grammatical structure of his speech. The low, normal
and high are most commonly used tunes in intonation patterns of Standard American
English. Extra high tune is used only when expressing extreme fear, anger, surprise or
excitement.
A shifting occurs when there is a movement from one tune to another that
takes place between syllables. Sometime the voice slides from one tune to another
while a syllable are spoken. This movement is called a glide.
American Intonation
Intonation is the variation in pitch while speaking - not on a word-level but on a
statement-level.
By learning how native speakers use varying intonations, we can accurately
understand what people try to communicate with us. As we listen closely to the
melody of their speech, we can figure out their feelings, sense their moods and
attitudes, and recognize questions, commands/requests and offers, ergo, properly
respond to them.
We say I beg your pardon with a rising intonation to ask someone to repeat
his statement, yet we use the falling intonation for How may I help you? to offer
our service. When do we use these two basic intonation patterns in English?
Four main reasons for Intonation

Depending on the situation, a word may be stressed for any or the following:
1. New information (It looks like chicken pox)
2. Opinion (It looks like chicken pox, but I dont think it is.)
3. Contrast (He hates having chicken pox)
4. Cant (It cant be chicken pox!)
Three ways to make intonation

1. Get louder or raise your volume
2. Stretch the word out or lengthen the word that you want to draw attention to.
3. Change pitch
THE BASIC INTONATION PATTERNS
Rising Falling Intonation or 2-3-1

Rising Intonation or 2-3-3
Non-final Intonation or 2-3-2

Rising Falling Intonation or 2-3-1

The tone of the rising-falling intonation moves from normal to high and then
moves down to low as in the following patterns:
high
normal
low
There are two types of rising-falling intonation:
A. Shift the movement from one tone to another;

- indicated by a straight vertical line
- it is shift when the stressed syllable is followed by an unstressed syllable or
syllables.
high
normal 3
2 low
1
Ex. Where is your sons office?
2 3 1
B. Glide movement within a syllable is marked by a diagonally- curbed line called
inflection. When the stressed syllable is the last words in the sentence,
inflection is used. The vowel is prolonged in an inflection in order that the pitch
change may be distinctly heard.
Hes in town
2 3 1
This type of intonation patter is normally used at the end of the following sentences:
Declarative sentences
This is my sister.
2 3 1
Imperative sentences or commands
Close the window.
2 3 1
Special questions that begin with interrogative words such as what, who, why,
etc. are used in questions that cant be answered by yes or no.
Who is coming?
2 3 1
Rising Intonation or 2-3-3
The tone of voice moves from normal to high.
This is used at the end of questions which do not begin with interrogatives, but which
may be answered by yes or no.

Are you ill? Will you come?

2 3 2 3
Slow and deliberate counting
One two three
2 3 2 3 2 3
Enumeration
Amy Lady
2 3 2 3
Falling Intonation or 3-1
Begins with a high a tune (3) and ends on a low one (1). This pattern is used in
one word and short command and in counting off numbers.
Example:
Dive run get it
3 1 3 1 3 1
Non-final Intonation or 2-3-2

Non-final intonation varies from speaker to speaker with little
corresponding variation in meaning. In normal speech, intonation is heard not only at
the end of the sentence but also in the sentence itself.
The non-final pattern may be used in the situation below in the combination
with the rising-falling (2-3-1) or rising (2-3-3) intonation patterns.
In a function or content words which are specially stressed that precede the last
stressed word.
Example:
Are they ready to sing?
2 3 2 3
In comparison and contrast

Example:
Im looking for a blue book not a red book.
2 3 2 3 1
On sentences where two or more thought groups are divided by short pauses.
Example:
If she leaves now, you have to go with her.
2 3 2 3 1
EXERCISE ON STRESS

A. 1st Syllable
TALENTED COMMENT CARICATURE
MENU CATEGORY CANDIDACY
VACATE ACCURACY TESTIMONY
COCOA THEORY COMFORTABLE
ARGUE COLLEAGUE BAPTISM
ADMIRABLE CEREMONY LEOTARD
BALLET AMICABLE TEMPERAMENT
B. 2 Syllable
nd
EVACUATE ALLEVIATE INTESTINE

ENAMEL UTENSIL ASSOCIATE
CONDOLENCE DISTRIBUTE CONTRIBUTE
GUITARIST CARTOON APPROPRIATE
SEMESTER ACCOMMODATE PERCENTAGE
DIOXIDE CHINESE PER DIEM
C. 3 Syllable
rd
PENICILLIN UNDERSTAND CIGARETTE

DIAGNOSTIC ARGUMENTATIVE MODERATION
HESITATION ADVANTAGEOUS VIOLIN
SUPERVISORY ADOLESCENCE REMINISCENCE
CENTIMETER COVALESCENT ANTECEDENT
Syllabicate the follwing words and encircle the stressed syllable.
1. Developmental ________________________________
2. Photography ________________________________
3. Technological ________________________________
4. Temperamental ________________________________
5. Criminal ________________________________
6. Ceremony ________________________________
7. Contribute ________________________________
8. Blackbird ________________________________
9. Centrifugal ________________________________
10. Declamation ________________________________
11. Expansion ________________________________
12. Detrimental ________________________________
13. Excursion ________________________________
14. Fusion ________________________________
15. Certainty ________________________________

Mark the intonation of each sentence. First put the high note in proper place; then fill
in next the rising-falling pattern.
1. The lady smiles enigmatically.

2. Let us meet at the canteen.
3. What shall we order?
4. Where is the waiter?
5. Do you know what you want?
6. May I see the menu?
7. Will you have an appetizer?
8. Ill take the regular dinner.
9. We have enough time to finish.
10. Bring us the bill later.
Reading Exercise:
Read the following dialogue in pairs
Woman : Do you have any plans this weekend?
Man : Theres so much to choose from on campus that Im not sure what
Im going to do.
Woman : The football game is on Saturday night, and Im going with a group
of friends. Do you want to go with us?
Man : Of course Id like to go to the football game. Its the biggest game of
the season. And it sounds like fun to go with a large group of
people.
Woman : Good. Well be meeting at the cafeteria for dinner at six oclock on
Saturday night, and then well go on to the game together.
Man : That takes care of my plans for Saturday nights. But now I need to
make a decision about Sunday afternoon. The music department
is sponsoring a concert then, and Id really like to hear that
concert. But theres also a play being presented by the drama
department that I really wanted to see. Its too bad those two
events are at the same time.

Woman : You know, if you go to the game on Saturday night and a concert
or play on Sunday, that doesnt leave much time for studying.
Man : Oh, well. Maybe I can do that the weekend after this one.
SEATMATES
Sam: Hi! Can I sit here?
Laura: Sure.
Sam: Whats your name?
Laura: Im Laura, whats your name?
Sam: Im Sam. Nice to meet you.
Laura: Nice to meet you too! Where are you from?
Sam: Im from Springfield, what about you?
Laura: Im from Australia.
Sam: Wow, thats really far away! How old are you?
Laura: Im nineteen, you?
Sam: Im twenty. What are you doing so far away from home?
Laura: Well, my parents and I moved to New York a few years ago. I
graduated from high school and I wanted to stay in America for
college.
Sam: What an adventure! This is my first time out of my hometown.

Springfield is a small town and I have a lot of brothers and sisters
so I always had to help take care of them.
Laura: How many siblings?
Sam: I have four sisters and three brothers.
Laura: Oh wow! Thats a lot! I cant imagine. Im an only child.
Sam: Well, it can be a handful sometimes but I love them all. It must be
nice to have so much time to yourself at home.
Laura: Its ok, I can practice my music whenever I want to so, thats nice.
Sam: Music? What kind of music?

Laura: I play the clarinet, piano and guitar. I love to write music and then
record myself playing it.
Sam: Wow thats really cool! I like music too, but I cant really play
anything. I try to play to the bass guitar, but Im not really that
good.
Laura: Well, maybe we can play together sometime!
Sam: That would be really great! Thanks!
Laura: Youre welcome. Well, nice to meet you Sam. I gotta go now!
Sam: Ok Laura. See ya soon.
Laura: See ya!
ENGLISH LIAISONS
(The word liaison is borrowed from French. It means a link or a connection. In

pronunciation, liaisons are the connection between two words.)
In American English, words are not pronounced one by one. Usually, the end of one
word attaches to the beginning of the next word. This is also true for initials, numbers,
and spelling. Part of the glue that connects sentences is an underlying hum or drone
that only breaks when you come to a period, and sometimes not even then. You have
this underlying hum in your own language and it helps a great deal toward making
you sound like a native speaker.
Once you have a strong intonation, you need to connect all those stair steps together
so that each sentence sounds like one long word.
The dime.
The dime easier.
They tell me the dime easier.
They tell me the dime easier to understand.
They tell me that I'm easier to understand.
The last two sentences above should be pronounced exactly the same, no matter
how they are written. It is the sound that is important, not the spelling.
Linking Words Together

When you learn English by reading (as most people do) you tend to speak it word by
word. But real English is connected together and pronounced sound by sound. Here
are some examples of one kind of liaison (connection.)
There are four main points where liaisons happen:
1. Consonant and Vowel Sounds
Words are connected when a Spelling Pronunciation

words ends in
My name is Ann. [my nay mi zn]
a consonant sound and the
next word starts with a American accent [amer'k' nksent]
vowel sound, including the
semivowels W, Y and R Spelling Pronunciation
You also use liaisons in spelling LA [eh lay]

and numbers. 909-5068 [ni nou nin, fi vo sick sate]
2. Consonant and Consonant

Sounds
Behind
Words are connected when a Lips Throat
Teeth
word ends in a consonant sound
and the next word starts with a T, Ch, S,
Unvoiced P, F K, H
consonant that is in a similar Sh
position.
G, Ng,
Voiced B, V D, J, Z, Zh
R
For example, if a word ends with Spelling Pronunciation
a letter from the Behind
Teeth category and the next I just didn't get the [I jussdidn't ge(t)the
word starts with a letter from chance chance]
that same category, these words
are going to naturally join I've been late
[ivbin la(t)twice]
together. This is the same twice.
for Lips and Throat.
3. Vowel and Vowel Sounds
When a word ending in a vowel

sound is next to one beginning For example, if a word ends in [o], your lips
with a vowel sound, they are are going to be in the forward position, so a

connected with a glide between [w] quite naturally leads into the next vowel
the two vowels. sound: [Go(w)away].
A glide is either a slight [y]
sound or a slight [w] sound.
Spelling Pronunciation
How do you know which one to
use? This will take care of itself- Go away. [go(w)away]
-the position your lips are in will
dictate either [y] or [w]. I also need the [i(y)lso need
After a long [e] sound, you lips other one. the(y)other one]
will be pulled back far enough to
create a [y] glide or liaison:
[I(y)also need the(y)other one].
Don't force this sound too
much, though. It's not a strong
pushing sound.
4. T, D, S or Z + Y T + Y = CH
When the letter or sound of T, Spelling Pronunciation

D, S or Z is followed by a word
that starts with Y, or its sound, What's your name? [Whacher name?]
both sounds are connected. Can't you do it? [Canchoo do it?]
These letters and sounds
connect not only with Y, but Don't you like it? [Donchoo like it?]
they do so as well with the
initial unwritten [y] sound of actually [aechully]
syllables and words. They form a
combination that changes the D +Y=J
pronunciation.
What did you do? [Whajoo do?]
Would you help [Wjoo help
me? me?]
Did you like it? [Didja like it?]
graduation [graju(w)ation]
S + Y = SH
insurance [inshurance]
sugar [shg'r]
Z + Y = ZH

How's your [howzher
family? family?]
Who's your [hoozhier
friend? friend?]
casual [kazhyoow'l]
usual [yuzhoow'l]
Phonetic Alphabet
The phonetic alphabet is an internationally recognized set of words used to clarify the
letters of the alphabet. Whenever you have to take down a message and check the
spelling of the word, use the phonetic alphabet to check that you have got it right.
Lettters Phonetic Sound
Letters Phonetic Sound

Alphabets
A Alpha ALfah
B Bravo BRAHvoh
C Charlie CHARlee
D Delta DELLtah
E Echo ECKoh
F Foxtrot FOCKStrot
G Golf Golf
H Hotel HohTELL
I India INdeeah
J Juliet JEWleeETT
K Kilo KEYloh
L Lima LEEmah
M Mike Mike
N November noVEMber
O Oscar OSScah
P Papa pahPAH
Q Quebec KehBECK
R Romeo ROWmeoh
S Sierra seeAIRrah
T Tango TANGgo
U Uniform YOUneeform

V Victor VIKtah
W Whiskey WISSkey
X X-ray ECKSray
Y Yankee YANGkey
Z Zulu ZOOloo
CONSONANT
Consonants are produced when the airstream is obstructed in the vocal tract.
Consonant sounds can be characterized according to three main phonetic properties:
(a) place of articulation, which refers to where in the mouth the sound is
produced;
(b) manner of articulation, which refers to the way the air is obstructed in the
mouth while producing the sound;
c) Voicing, which refers to whether or not there is a vibration of the vocal cords as the
sound is produced.

Phonetic Script
S. No. Sound Word Other Examples
1 pen cap, shepherd
2 bed snub, about
3 tank butter, heaped, Thames
4 door sudden, played
5 keen cut, occur, ticket
6 gate begged, ghost, example
7 chair watch, question, picture
8 jump germ, budget, suggest
9 mad summer, climb, damn
10 not funny, gnat, know
11 singer brink, anxiety, anchor
12 Let hill, seal

Phonetic Script
S. No. Sound Word Other Examples

13 fit off, rough, photo
14 vain shove, of , nephew
15 think Bath
16 that feather, booth
17 see loss, scene, cement
18 cousin scissors, crazy, buzz
19 shell machine, schedule, ration
20 division measure, garage
21 he behave, whole
22 race worry, rhyme, write
23 west which, language, queen
24 yet new, beauty

VOICED AND VOICELESS CONSONANTS
Voiced Consonants These are the consonant sounds which is produced from the
larynx and the pronunciation of the same will make the vocal chord vibrate
Voiceless Consonants These are the consonant sounds which is produced from the
tongue tip and their will be no vibration of vocal chord while pronouncing the same.
Bilabial Labiodental Linguadental Lingua Lingua Velar Glottal

alveolar palatal
VL VD VL VD VL VD VL VD VL VD VL VD VL
stop p b t d k g
fricative f v s z h
affricate
nasal m n
liquid l r
glide y w
Places of articulation
Bilabial sounds, which are produced when both lips are brought together, e.g. [p],
[b], and [m].
Labiodental sounds, which are produced by having the lower lip touch the upper
teeth, e.g. [f] and [v].
Linguadental or interdental sounds, which are produced when the tip of the
tongue comes between the upper and lower teeth, e.g. [T] as in think, and [D] as
in this.
Lingua alveolar or alveolar sounds, which are produced by raising the front part
of the tongue to the alveolar ridge, e.g. [t], [d], [n], [s], [z], [l], and [r].
Linguapalatal sounds, which are produced when the front part of the tongue
touches the alveolar ridge and then the hard palate (that part of the mouth which

is just behind the alveolar ridge), e.g. [S] as in shoe, [Z] as in vision, [tS] as in
choose, and [dZ] as in jam.
Linguavelaror velar sounds, which are produced by raising the back part of the
tongue to the soft palate or the velum, e.g. [k], [g], and [N], which is the final sound
in king.
Glottal sounds, which are produced at the glottis, e.g. [h] and [/].
Manners of articulation
Speech sounds are also differentiated by the way the airstream is affected as it travels
from the lungs up and out of the mouth and nose. This is referred to as the manner of
articulation for the sound.
Stops: such sounds are produced by a complete obstruction of the airstream in the
mouth, e.g. [b], [p], [t], [d], [k], and [g].
Fricatives: such sounds are produced by a partial obstruction of the airstream,

where the passage in the mouth through which the air escapes is very narrow,
causing friction, e.g. [f], [v], [s], [z], [T], [D], [S], and [Z].
Affricates: such sounds are produced by a stop closure followed immediately by a

slow release of the closure characteristic of the fricative, e.g. [tS] and [dZ].
Nasals: such sounds are produced when the air escapes through the nasal cavity
rather than the mouth, e.g. [m], [n], and [N].
Liquids: In the production of these sounds, there is some obstruction of the

airstream in the mouth, but not enough to cause any real constriction or friction,
e.g. [l] and [r].
Glides: such sounds are produced with little or no obstruction of the air in the
mouth, e.g. [j] and [w]. When occurring in a word, they must always be either
followed or preceded by a vowel, and in their articulation the tongue moves rapidly
in a gliding fashion either toward or away from a neighboring vowel.
Voicing
Consonant sounds may be produced either with or without a vibration of vocal cords.
If the vocal cords are apart when the airstream is pushed from the lungs, the air is
not obstructed at the glottis and it passes freely into the supraglottal cavities. The
sounds produced this way are characterized as voiceless, e.g. [p], [t], and [s].
By contrast, if the vocal cords are together, the airstream forces its way through
and causes them to vibrate. Such sounds are voiced sounds, e.g. [b], [d], and [z].

Multiple Choice
1. Language can tell us...

a. how a speaker feels about what he is saying
b. how a speaker feels at the moment he is speaking
c. both of the above
2. If your intonation patterns are not standard...
a. everyone will understand you
b. your meaning will probably not be clear
c. neither of the above
3. What is usually stressed in a sentence?
a. every word
b. nouns
c. pronouns
4. After the nouns have been introduced and we begin using pronouns, which words
are usually stressed?
a. verbs
b. pronouns
c. adjectives
5. In a normal sentence, the tone falls at the end.
a. True
b. False
6. If a sentence has two parts that are similar, usually the rhythm is the same.
a. True
b. False
7. If a sentence has an introduction, the tone of the introduction goes down.
a. True
b. False
8. When you list more that one item, the last word has a rising tone.
a. True
b. False
9. On a regular question, the tone of the sentence goes up and then down a little.
a. True
b. False
10. When you repeat a question, the tone on the end goes up.
a. True
b. False
11. Liaison means connection.
a. True
b. False
12. American English is pronounced word by word.
a. True
b. False

13. All of the words in a sentence are connected together until you come to a period.
a. True
b. False
14. As you speak, you shouldn't think about the spelling of words, you should only
think about the sounds.
a. True
b. False
Connect the words that end in a consonant sound with the words that begin with a
vowel sound. (Speaking out loud is best.)
1. Line up.
2. 40502
3. My dog is a poodle.
4. Once upon a time...
5. Take a book over there.
6. I love Ben a lot.
7. Everyone wants to kiss Sheri. ; )
8. Had Jason ever come over?
9. We saw the Shaw Lake Hotel.
10. Where's your mom?
11. I'll let you know.
12. Bless you!
13. It's gradual.
14. Haven't you done it?
15. Let me guess your age.
16. Could you tell?
17. Who's your friend?

Chapter 1-Why Learn English - MARCH 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 1-Why Learn English - MARCH 1

Uploaded by

Copyright:

Available Formats

Chapter 1: English as a Second Language Why Learn English?

English Language Facts

REASONS TO LEARN ENGLISH

English Manual and Workbook: Ms. Celestial 1

A lot of educational information is in English; therefore to have access to this

English Manual and Workbook: Ms. Celestial 2

Answer the following questions:

English Manual and Workbook: Ms. Celestial 3

1. Define and locate the speech apparatus on the diagram

English Manual and Workbook: Ms. Celestial 4

Performs the major function in the breathing process

HOW YOU BREATHE

Goal: To breathe naturally and correctly using the diaphragm

Goal: To control your incoming air

English Manual and Workbook: Ms. Celestial 5

Goal: To control the output of air

Goal: To practice swift, light inhalation and steady controlled exhalation

HOW YOU MAKE SPEECH SOUNDS

English Manual and Workbook: Ms. Celestial 6

Are the pharynx (the throat cavity between the mouth

Improving Voice Quality

A. Resonance the ringing, resounding, or vibrating quality of a voice. This

B. Pitch Concerns how high or a low a voice may be

2. Rise to a high pitch to show excitement and tension

C. Volume Force or loudness of tone

English Manual and Workbook: Ms. Celestial 7

Half a league, half a league, Peter Piper picked a peck of pickled

G. Flexibility& Inflection The ability of a voice to modulate or vary within a

English Manual and Workbook: Ms. Celestial 8

H. Enunciation the clearness with which a speaker forms his words.

2. And the muttering grew to a grumbling

1. It is a powerful, dome-shaped muscular wall between the chest and the

English Manual and Workbook: Ms. Celestial 9

COMPLETE THE CROSSWORD PUZZLE BELOW

Improving Voice Quality

English Manual and Workbook: Ms. Celestial 10

English Manual and Workbook: Ms. Celestial 11

1. Distinguish Filipino sounds from the sounds in American English.

There are 3 level of English pronunciation:

English Manual and Workbook: Ms. Celestial 12

Another element of an accent is incorrect intonation. English has a melody. You

Try saying each one of the four sentences below in 4 seconds:

1 and 2 and 3 and 4

1 and a 2 and a 3 and a 4

1 and then a 2 and then a 3 and then a 4

English Manual and Workbook: Ms. Celestial 13

Word stress patterns

Using the example above:

Rules of Word Stress in English

There are two very simple rules about word stress:

English Manual and Workbook: Ms. Celestial 14

Most 2-syllable nouns PRESent, EXport, CHIna, TAble

Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy

Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to beGIN

3. Stress on penultimate syllable (penultimate = second from end)

Words ending in -ic GRAPHic, geoGRAPHic, geoLOGic

Words ending in -sion and -tion teleVIsion, reveLAtion

Another example is:CONtroversy and conTROversy.

Words ending in -cy, -ty, -phy and - deMOcracy, dependaBIlity, phoTOgraphy,

Words ending in -al CRItical, geoLOGical

English Manual and Workbook: Ms. Celestial 15

5. Compound words (words with two parts)

For compound adjectives, the stress is on bad-TEMpered, old-FASHioned