Pronunciation and Reading Guide: Ancien Régime Émeute

PRONUNCIATION AND READING GUIDE
(MerriamWebster, Oxford, and IPA Standards)
No system of indicating pronunciation is selfexplanatory. The following discussion sets out the signification and

use of the pronunciation symbols in this dictionary, with special attention to those areas where experience has
shown that dictionary users may have questions. More detailed information can be found in the Guide to
Pronunciation in Webster's Third New International Dictionary. The order of symbols discussed below is the
same as the order on the page of Pronunciation Symbols, with the exception that the symbols which are not
letter characters are here listed first. Those characters which have corresponding symbols in the International
Phonetic Alphabet (IPA) are shown with their IPA equivalents.
\ \
All pronunciation information is printed between reversed virgules. Pronunciation symbols are printed in roman
type and all other information, such as labels and notes, is printed in italics.
ˈ
\
ˌ
\
A highset stress mark precedes a syllable with primary (strongest) stress; a lowset mark precedes a syllable
with secondary (medium) stress; a third level of weak stress requires no mark at all: \ˈpenmə nˌ ship\. Since the
nineteenth century the International Phonetics Association has recommended that stress marks precede the
stressed syllable, and linguists worldwide have adopted this practice on the basic principle that before a syllable
can be uttered the speaker must know what degree of stress to give it. In accordance with the practice of
French phoneticians, no stress marks are shown in the transcription of words borrowed from French whose
pronunciations have not been anglicized, as at ancien
régime
and émeute.
\\
Hyphens are used to separate syllables in pronunciation transcriptions. In actual speech, of course, there is no
pause between the syllables of a word. The placement of hyphens is based on phonetic principles, such as
vowel length, nasalization, variation due to the position of a consonant in a syllable, and other nuances of the
spoken word. The syllable breaks shown in this book reflect the careful pronunciation of a single word out of
context. Syllabication tends to change in rapid or running speech: a consonant at the end of a syllable may shift
into a following syllable, and unstressed vowels may be elided. The numerous variations in pronunciation that a
word may have in running speech are of interest to phoneticians but are well outside the scope of a dictionary of
general English. The centered dots in boldface entry words indicate potential endofline division points and not
syllabication. These division points are determined by considerations of both morphology and pronunciation,
among others. A detailed discussion of endofline division is contained in the article on Division in Boldface
Entry Words in Webster's Third New International Dictionary. In this dictionary a consistent approach has been
pursued, both toward word division based on traditional formulas and toward syllabication based on phonetic
principles. As a result, the hyphens indicating syllable breaks and the centered dots indicating endofline
division often do not fall in the same places.
\
( )
\
Parentheses are used in pronunciations to indicate that whatever is symbolized between them is present in
some utterances but not in others; thus factory \ˈ fakt(ə \ is pronounced both
)rē \ˈ
faktə \
rēand
\ˈ
faktrē \
,
industry
\
ˈin
(
ˌ )
dәstrē\ is pronounced both \ˈində strē \ and
\ˈinˌdə \
strē. In some phonetic environments, as in fence
\ˈfen(
t
)
s\ and
boil
\ˈb
ȯ
i
(
)

əl\
, it may be difficult to determine whether the sound shown in parentheses is or is not
present in a given utterance; even the usage of a single speaker may vary considerably.
,
\
;
\
Variant pronunciations are separated by commas; groups of variants are separated by semicolons. The order of
variants does not mean that the first is in any way preferable to or more acceptable than the others. All of the
variants in this book, except those restricted by a regional or usage label, are widely used in acceptable
educated speech. If evidence reveals that a particular variant is used more frequently than another, the former
will be given first. This should not, however, prejudice anyone against the second or subsequent variants. In
many cases the numerical distribution of variants is equal but one of them, of course, must be printed first.

\÷

\
The obelus, or division sign, is placed before a pronunciation variant that occurs in educated speech but that is
considered by some to be questionable or unacceptable. This symbol is used sparingly and primarily for
variants that have been objected to over a period of time in print by commentators on usage, in schools by
teachers, or in correspondence that has come to the MerriamWebster editorial department. In most cases the
objection is based on orthographic or etymological arguments. For instance, the second variant of cupola
\kyüpə lə ,
lō
ˌ \
, though used frequently in speech, is objected to because a is very rarely pronounced
\ō
\ in
English. The pronunciations \ˈ
febyə ˌwerē \ and
\ˈfebə ˌwerē \ (indicated simultaneously by the use of
parentheses) are similarly marked at the entry for February \
ˈfeb(y)әˌ werē, ˈ febrә\
, even though they are the
most frequently heard pronunciations, because some people insist that both r
's should be pronounced. The
obelus applies only to that portion of the transcription which it immediately precedes and not to any other
variants following.
\ə\
in unstressed syllables as in b a
nan
a
, c
o
llide,
a
b
ut (IPA [ ə ]). This neutral vowel, called
schwa, may be
represented orthographically by any of the letters a, e, i, o, u, y , and by many combinations of letters. In running
speech unstressed vowels are regularly pronounced as \ə \ in American and British speech. Unstressed
\ə\
often intrudes between a stressed vowel and a following \l\ or
\r\ though it is not represented in the spelling, as in
eel
\ˈ
ē(ə )l\ sour
and sau̇
\ˈ (ə)r\ .
\ˈә, ˌ
ә\
in stressed syllables as in h
u
mdr
u
m, ab
u
t. (IPA [

])
ʌ
ә
\\

immediately preceding \l\,
\n\,
\m\,
\ŋ\
, as in batt , cott
le , and one pronunciation of op
on en
\ō
pə n\ and of and
\əŋ\
ə ə
as in one pronunciation of the phrase lock and key \ˌläk ŋˈkē\
. The symbol \\ preceding these consonants
does not itself represent a sound. It signifies instead that the following consonant is syllabic; that is, the
consonant itself forms the nucleus of a syllable that does not contain a vowel. In the pronunciation of some

French or Frenchderived words
\ə\ is placed immediately after \l\,
\m\,
\r\ to indicate one nonsyllabic
pronunciation of these consonants, as in the French words tab le "table," prisme "prism," and titr e "title," each of
which in isolation and in some contexts is a onesyllable word.
\ə
r
\
as in f th
ur , m
er g
er , b
er d (IPA [
ir ɝ ,
ɚ]). (See the section on
\r\
.) The anglicized pronunciation of the vowel
\
’
\ is
represented in this book as \ə(r)\
. (See the section on \
’
\
.)

\ˈər,ˈər\
as in two different pronunciations of hurry. Most U.S. speakers pronounce \ˈ hə \ with the
rē \ər\ representing the
same sounds as in bird \ˈbərd\
. Usually in metropolitan New York and southern England and frequently in New
England and the southeastern U.S. the vowel is much the same as the vowel of hum followed by a syllableinitial
variety of \r\
. This pronunciation of hurry is represented as
\ˈhərē \ in this book. Both types of pronunciation are
shown for words composed of a single meaningful unit (or morpheme ) as in current hurry
, , and worry
. In words
such as furry stirring
, , and
purring in which a vowel or vowelinitial suffix is added to a word ending in r or
rr (as
fur stir
, , and purr ), the second type of pronunciation outlined above is heard only occasionally and is not shown
in this dictionary.
\a\
as in m a
t, m
ap, ma
d, g
a
g, sn
a
p, p
a
tch (IPA [æ]). Some variation in this vowel is occasioned by the consonant
that follows it; thus, for some speakers map mad
, , and
gag have noticeably different vowel sounds. There is a
very small number of words otherwise identical in pronunciation that these speakers may distinguish solely by
variation of this vowel, as in the two words
can (put into cans; be able) in the sentence "Let's can what we can."
However, this distinction is sufficiently infrequent that the traditional practice of using a single symbol is followed
in this book.
\ā\
as in d
a
y, f
a
de, d
a
te,
a
orta, dr
ape, c
a
pe (IPA [e, eɪ
, ei). In most English speech this is actually a diphthong. In
lowland South Carolina, in coastal Georgia and Florida, and occasionally elsewhere \ā\ is pronounced as a
monophthong. As a diphthong \ā\
has a first element
\e\
or monophthongal \ā\
and a second element \i\
.
\ä\
as in b other, co
t, and, with most American speakers, f ather, ca
rt (IPA [
ɑ]). The symbol
\ä\ represents the vowel
of cot cod
, , and the stressed vowel of collar in the speech of those who pronounce this vowel differently from the
vowel in caught cawed
, , and caller
, represented by \
ȯ\
. In U.S. speech \ä\ is pronounced with little or no
rounding of the lips, and it is fairly long in duration, especially before voiced consonants. In southern England \ä\
is usually accompanied by some lip rounding and is relatively short in duration. The vowel \
ȯ
\ generally has
appreciable lip rounding. Some U.S. speakers (a perhaps growing minority) do not distinguish between
cotcaught, codcawed collarcaller
, and , usually because they lack or have less lip rounding in the words
transcribed with \
ȯ \
. Though the symbols \
ä\ and
\
ȯ
\ are used throughout this book to distinguish the members
of the above pairs and similar words, the speakers who rhyme these pairs will automatically reproduce a sound
that is consistent with their own speech. In words such as card and cart most U.S. speakers have a sequence of
sounds that we transcribe as \är\
. Most speakers who do not pronounce \
r
\ before another consonant or a
pause, however, do not rhyme card with either cod or
cawed and do not rhyme cart with either caught
cot or .
The pronunciation of card and cart by such speakers, although not shown in this dictionary, would be transcribed
as \ˈkȧd\ and \ˈkȧt\
. Speakers of rdropping dialects will automatically substitute \
ȧ
\ for the transcribed \ä\
. (See
the sections on \
ȧ
\ and \r\
.)
\ȧ\
(singledotted a)
as in f ather as pronounced by those who do not rhyme it with bother (IPA [a, ɐ
]). The pronunciation of this vowel
varies regionally. In eastern New England and southern England it is generally pronounced farther forward in
the mouth than \ä\ but not as far forward as \a\. In New York City and the southeastern U.S. it may have much
the same quality as \ä\ but somewhat greater duration. In areas in which \r\ is not pronounced before another
consonant or a pause, \
ȧ
\ occurs for the sequence transcribed in this book as \är\. (See the sections on \ä\ and
\r\
.) In these areas \
ȧ
\ also occurs with varying frequency in a small group of words in which a in the spelling is
followed by a consonant letter other than r and is not preceded by wh
w or , as in father calm
, palm
, , and
tomato
but not in watch what
, , or
swap (though \
ȧ\ does sometimes occur in waft
). Especially in southern England and,
less consistently, in eastern New England \
ȧ \ occurs in certain words in which \
a\ is the usual American vowel
and in most of which the vowel is followed by \
f
\
,
\
t h
\
,
\
s
\
, or by
\
n
\ and another consonant, as in the words after
,
bath mask
, , and slant. The symbol \
ȧ
\ is also used in the transcription of some foreignderived words and
names. This vowel, as in French patte "paw" and chat "cat," is intermediate between \
a\ and
\
ä
\ and is similar in
quality to the \
ȧ
\
heard in eastern New England.
\au̇
\
as in n
ow , l d,
ou out (IPA [
aU,
au
]). The initial element of this diphthong may vary from
\a\ to
\å\ or
\
ä
\
, the first
being more common in Southern and south Midland speech than elsewhere. In coastal areas of the southern
U.S. and in parts of Canada this diphthong is often realized as \əu̇
\ when immediately preceding a voiceless
consonant, as in the noun house out
and in .
\b\
as in
b
a
b
y, ri
b
(IPA [
b
]).
\ch\
as in in, nature
ch \ˈ
nāchər\ (IPA []). Actually, this sound is
\t\ +
\sh\
. The distinction between the phrases why
choose and white shoes is maintained by a difference in the syllabication of the \
t
\ and the
\
sh
\ in each case
and the consequent use of different varieties (or allophones ) of
\t\
.
\d\
as in
d
id, a er (IPA [
dd d
]). (See the section on
\t\
below for a discussion of the flap allophone of
\d\
.)
\e\
as in b
e
t, b
ed, p
e
ck (IPA [

]). In Southern and Midland dialects this vowel before nasal consonants often has a
ɛ
raised articulation that approximates \i\ pen
, so that has nearly the pronunciation
\ˈpin\
.

\ˈē,ˌē\
in stressed syllables as in b t, nosebl
ea d,
ee e
venly, sy (IPA [
ea i
]).
\ē\
in unstressed syllables, as in eas
y
, meal
y (IPA [
i,
,ɫ
ɪ
]. Though the fact is not shown in this book, some dialects
such as southern British and southern U.S. often, if not usually, pronounce \i\
instead of unstressed \
\ē.
\f\
as in
f
i
f
ty, cu (IPA [
ff f
]).
\g\
as in
g
o, bi
g
,
g
ift (IPA [
g
]).
\h\
as in
h
at, a
h
ead (IPA [
h
]).
\hw\
as in ale as pronounced by those who do not have the same pronunciation for both
wh whale and wail
. Most
U.S. speakers distinguish these two words as \ˈ
hwā (ə )l\ and
\ˈ
wā(ə)l\ respectively, though frequently in the U.S.
and usually in southern England \ˈ
wā )l\ is used for both. Some linguists consider
(ə \hw\ to be a single sound, a
voiceless \w\
(IPA [ʌʌ
]).
\i\
as in t
i
p, ban
i
sh, act
i
ve (IPA [

]).
ɪ
\ī\
as in s i
te, s i
de, b , tr
uy i
pe (IPA [
aɪ,
ai,
ɑ,
ɪ ɑ i
]). Actually, this sound is a diphthong, usually composed of \ä\ \i\
or
\å\ \i\
. In Southern speech, especially before a pause or voiced consonant, as in five
shy and , the second
element \i\ may not be pronounced (IPA [ a :]). Chiefly in eastern Virginia, coastal South Carolina, and parts of
Canada the diphthong is approximately \ˈə \
+ \i\
before voiceless consonants, as in nice
and write
(IPA [
ʌɪ
]).
\j\
as in
j
ob,
g
em, e
dge,
j
oin, judge. Actually, this sound is \d\
\zh\ (IPA [
dʒ
]). Assuming the anglicization of
Jeanne d'Arc as \zhänˈ därk\ , the distinction between the sentences They betray John Dark and They betrayed
Jeanne d'Arc is maintained by a difference in the syllabication of the \d\ and the
\zh\ in each case and the
consequent use of different varieties (or allophones ) of
\d\
.
\k\
as in
k
in,
c
oo
k
, a e (IPA [
ch k
]).
\ḵ\
as in German i
ch "
ɪ," Bu
ch "book," and one pronunciation of English lo ch . Actually, there are two distinct
sounds in German; the
\ḵ\ in
ich (IPA [
ç]) is pronounced toward the front of the mouth and the \ḵ\ in
Buch is
pronounced toward the back (IPA [ x
]). In English, however, no two words otherwise identical are distinguished
by these two varieties of \ḵ\, and therefore only a single symbol is necessary.
\l\
as in
l
i
l
y, poo l (IPA [
l
,
]). In words such as

ɫ battle and
fiddle the
\l\ is a syllabic consonant (IPA [
l
]). (See the
section on \\
above.)
\m\
as in
mur
mur, di
m
, ny
m
ph (IPA [ m
]). In pronunciation variants of some words, such as happen
open and ,
\m\ is
a syllabic consonant (IPA [
m]). (See the section on \\
above.)
\n\
as in
n
o, own (IPA [
n
]). In words such as sudden
cotton and , the
\n\ is a syllabic consonant (IPA []). (See the
section on
\\
above.)
n
\\
indicates that a preceding vowel or diphthong is pronounced with the nasal passages open, as in French
un bon
vin blanc

\œnbō va
n n
\
blän "a good white wine."
\ŋ\
as in si
ng
\ˈ \
siŋ , si er
ng \ˈsiŋ r
ə \
, fi er
ng \ˈ
fiŋ
gər\, ink
\
iŋ
ˈ k\ (IPA [
]). In some rare contexts

ŋ \ŋ
\ may be a

syllabic consonant (IPA [ ŋ ]). (See the section on

\ə\
above.)
\ō\
as in b
one, kn , b
ow eau (IPA [ o,
oU ,
ou]). Especially in positions of emphasis, such as when it is word final or
when as primary stress,
\ō\ tends to become diphthongal, moving from \ō\ toward a second element \u̇\ . In
southern England and in some U.S. speech, particularly in the Philadelphia area and in the
PennsylvaniaOhioWest Virginia border area, the first element is often approximately \ə\
. In coastal South
Carolina, Georgia, and Florida stressed \ō \ is often monophthongal when final, but when a consonant follows it is
often a diphthong moving from \ō \ to \ə\
. In this book the symbol \ō
\ represents all of the above variants. As an
unstressed vowel before another vowel, \ō\ is often pronounced as a schwa with slight lip rounding that is
separated from the following vowel by the glide \w\
, as in
following
\ˈ
fäləwiŋ \
. This reduced variant is not
usually shown at individual entries.
ȯ
\\
as in s ,
aw a
ll, gn , c
aw (IPA [
aught ]). (See the section on

ɔ \ä\
.)
\œ\
as in French b oeu f "beef," German Hölle "hell" (IPA [
œ]). This vowel, which occurs only in foreignderived terms
and names, can be approximated by attempting to pronounce the vowel \e\ with the lips moderately rounded as
for the vowel \ . This vowel is often anglicized as the
\u̇ \ə r\ of
bird by those who do not "drop their r's" or as the
corresponding vowel of bird used by those who do (see the section on \r\
). Where this anglicization is shown, it
is represented as \ə (r)\
.
\\
as in French feu "fire," German Höhle "hole" (IPA []). This vowel, which occurs primarily in foreignderived terms
and names, can be approximated by attempting to pronounce a monophthongal vowel \ā
\ with the lips fully
rounded as for the vowel \ü\
. This vowel also occurs in Scots and thus is used in the pronunciation of guidwillie ,
mainly restricted to Scotland.
ȯ
\i\
c
as in oi
n destr
, oy (IPA [
ɔ
ɪ,
i
ɔ]). In some Southern speech, especially before a consonant in the same word,
the second element may disappear or be replaced by \
\ə. Some utterances of
drawing and
sawing have a
sequence of vowel sounds identical to that in coin, but because
drawing and sawing are analyzed by many as
twosyllable words they are transcribed with a parenthesized hyphen: \ˈdr
ȯ
()iŋ\
,
\ˈs
ȯ( \
)iŋ.
\p\
as in
p
e er, li
pp p
(IPA [
p
]).
\r\
as in r
ed, r
arity, car, bea
r
d. What is transcribed here as
\
r
\ in reality represents several distinct sounds. Before
a stressed vowel \r\ denotes a continuant produced with the tongue tip slightly behind the teethridge (IPA [ɹ
]).
This sound is usually voiceless when it follows a voiceless stop, as in pray tree
, cram
, and . After a vowel in the
same syllable \r\ is most often a semivowel characterized by retroflexion of the tongue tip. The sequences \
ar\,
\är\, \er\, \ir\, \ȯr\, \u̇ r\, and \әr\ may then be considered diphthongs.
In some speech the retroflexion of the \r\ occurs throughout the articulation of the vowel, but in other cases the

first vowel glides into a retroflex articulation. In the latter cases a brief transition vowel is sometimes heard; this
variable and nondistinctive glide is not transcribed in this book, but is considered implicit in the symbol \r\
.
In Received Pronunciation \r\ is sometimes pronounced as a flap (IPA [ ]) in the same contexts in which

ɾ \
t
\ and
\
d\ occur as flaps in American English. (See the section on \
t
\ below.) Occasionally the flap may be heard after
consonants, as in bright and grow. In other dialects of British English, particularly Scottish, \r\ may be
pronounced as an alveolar trill (IPA [ r
]) or as a uvular trill (IPA []). In some dialects, especially those of the
southeastern U.S., eastern New England, New York City, and southern England, \
r
\ is not pronounced after a
vowel in the same syllable. This is often, if somewhat misleadingly, referred to as rdropping. In these dialects r
is pronounced as a nonsyllabic \ə\ when it occurs in these positions or there may be no sound corresponding to
beard
the r; thus corn
, , and
assured may be pronounced as \ˈbiəd\,
\ˈk
ȯ ən\ , and
\əˈ shu̇ əd\ or, usually with
some lengthening of the vowel sound, as \ˈbid\,

\ˈk
ȯ
n\
, and \ə ˈ sḣ
ud\ .
car
In card
, , and
cart those who do not pronounce \r\ generally have a vowel which we would transcribe as \
ȧ
\
,
usually pronounced with some lengthening and without a following \ə \
. (See the sections on
\ä\ and
\
ȧ
\
.) The
stressed vowel of bird and hurt in rdropping speech is similar to the vowel used by rkeepers in the same words
but without the simultaneous raising of the center and/or tip of the tongue. In the U.S. most speakers of
rdropping dialects will pronounce \r\ before consonants in some words or in some contexts. Because it is
determined by the phonetic context, rdropping is not explicitly represented in this dictionary; speakers of
rdropping dialects will automatically substitute the sounds appropriate to their own speech.
\s\
as in
s
our , le
ce (IPA [
ss s
]).
\sh\
as in
shy, mi ion, ma
ss ine, special (IPA []). Actually, this is a single sound, not two. When the two sounds
ch \
s
\
and
\

h

\
occur in sequence, they are separated by a hyphen in this book, as in grasshopper
\ˈ
grasˌhäpər\.
\t\
as in t
ie, a ack, la
tt t
e, lat
er, latter (IPA [
t
]). In some contexts, as when a stressed or unstressed vowel precedes
and an unstressed vowel or \l\ follows, the sound represented by t or tt is pronounced in most American speech
as a voiced flap produced by the tongue tip tapping the teethridge (IPA []). In similar contexts the sound
represented by d or dd has the same pronunciation. Thus, the pairs ladder and latter,
liter
leader and ,
parody
and parity are often homophones. At the end of a syllable \
t
\ often has an incomplete articulation with no
release, or it is accompanied or replaced by a glottal closure. When \
t
\ occurs before the syllabic consonant \n\
as in
button \ˈbətn
\
, the glottal allophone is often heard. This may reflect a syllabication of \
t
\ with the
preceding stressed syllable (i.e. \ˈ tn\
bə ).
\th\
as in in, e
th er (IPA [θ]). Actually, this is a single sound, not two. When the two sounds
th \t\ and
\h\ occur in
sequence they are separated by a hyphen in this book, as in knighthood
\ˈ
ntˌ hu̇ d\ .
\
th
\
as in en, ei
th er,
th is (IPA [ð]). Actually, this is a single sound, not two. The difference between
th \th\ and
\
th
\ is
that the former is pronounced without and the latter with vibration of the vocal cords.
\ü\
as in r
u
le, y th,
ou u
nion \ˈ
yünyə n\
, f
e
w fyü\ (IPA [
\ˈ u
]). As an unstressed vowel before another vowel, \ü\ is
often pronounced as a schwa with slight lip rounding that is separated from the following vowel by the glide \w\ ,
as
valuing \ˈvalyə wiŋ
\
. This reduced variant is not usually shown at individual entries. Younger speakers of
American English often use a more centralized and less rounded pronunciation of \ü\ in certain words (as news
and musician), both in stressed and especially in unstressed syllables.
\u̇
\
as in p
u
ll, w d, b
oo k, c
oo u
rable kyu̇
\ˈ rə l\ , fury
bə fyu̇
\ˈ \ (IPA [
rē U
]).
\ᵫ\
as in German f
üllen "to fill," hübsch "handsome" (IPA [
Y
]). This vowel, which occurs only in foreignderived
terms and names, can be approximated by attempting to pronounce the vowel \i\ with the lips moderately
rounded as for the vowel \u̇ \ .
This symbol is also used to represent the vowel in French r ue "street," German fühlen "to feel" (IPA [
y
]). This
vowel, which occurs only in foreignderived terms and names, can be approximated by attempting to pronounce
the vowel
\ē\
with the lips fully rounded as for the vowel \ü\
.
\v\
as in
v
i
v
id, in
v
ite (IPA [
v
]).
\w\
as in
w
e, a
w
ay (IPA [
w
]).
\y\
as in
y
ard,
y oung, cue \ˈkyü\
, curable
\ˈ kyu̇
rəbə l
\
, few
\ˈ fyü\ , fury
\ˈfyu̇rē\ , union \ˈyünyən\ (IPA [
j
]). The
sequences \
lyü\
,
\
syü
\
, and
\
zyü\ in the same syllable, as in lewd suit
, , and presume , are common in southern
British speech but are rare in American speech and only \lü\
,
\sü\ , and
\zü\ are shown in this dictionary. A
sequence of \h\ and \y\ as in
hue and huge is pronounced by some speakers as a \\ articulated toward the front
of the mouth (IPA [ç]).
In English
\y\ does not occur at the end of a syllable after a vowel. In a few words of French origin whose
pronunciation has not been anglicized, a postvocalic \y\ is transcribed, as in millefeuille
\mē lfœcy\ and in
rouille
\ˈrüē,

üy\
. The sound represented is the consonantal \y\ yard
of .
y
\\
indicates that during the articulation of the preceding consonant the tongue has substantially the position it has
for the articulation of the yard
\y\ of , as in French
digne
\
dē \ "worthy." Thus
ny \ y \ does not itself represent a
sound but rather modifies the preceding symbol.
\z\
as in
z
one, rai
s
e (IPA [
z
]).
\zh\
as in vi on, azure
si \ˈ r\ (IPA []). Actually, this is a single sound, not two. When the two sounds
azhə \z\ and
\h\
occur in sequence, they are separated by a hyphen in this book, as in hogshead h
\ˈ ȯ
gzˌhed,
hägz\
ˈ .

æ ɑəə ɚɜɛɝɪɪ̈ ɒɔʊʊ ʌð ɫŋʳ ɹɾʃθ t̬
̈ ʒˈˌː
ә
æ ɑ ә ɚ ɜ ɛ ɝ ɪ ɪ̈
ɒ ɔ ʊ ʊ̈ ʌ ð ɫ ŋ ʳ ɹ ɾ ʃ θ t̬
ʒ ˈ ˌ ː

æ ɑə ə
ɚɜɛɝɪɪ̈ ɒɔʊʊ̈ ʌð ɫŋʳ ɹɾʃθ t̬ ʒˈˌː
ē i ā
e a ȧ ә әr ü u̇ ō
ȯ ä ī au̇
ȯi ā ˈ ˌ
Phonetics is the connection between letters and sounds.
The sounds of American English, unfortunately, does not correspond one to one with the
letters of the alphabet. To know for sure how a word is pronounced, you always need to
look up the dictionary.
Accent reduction:
1. and [and] is reduced to ˈan (d),
usually ә
n(d) after \t\, \d\, \s\ or \z\, often ә
m after \p\
or \b\, sometimes ŋ after \k\ or \g\:
ә
bread and butter; hot and spicy; lock and key;
pack and go; seek and conquer .
and [and] se reduce a ˈ
(d), por lo general ә
an n(d) después de \t\, \d\, \s\ o \z\, a
menudo después de ә
m \p\ o \b\, a veces después de ә ŋ \k\ o \g\:
bread and butter;
hot and spicy; lock and key; pack and go; seek and conquer .
2. to [tuː, tʊ] usually can be reduced to \tә\, or \dә\ like a quick \d\ when preceded by
some consonant sounds like \t\, \d\, \r\, \l\, \m\, \ing\ or a vowel sound: shoot to kill ;
time to die ;
wan(t)ed to know; sure to win; dare to dream; made to order; duel to
death; come to me; nothing to hide; tried to; about to; need to. It can also be further
reduced to \ә\ before the \n\ or \l\ consonant sound: nothin(g) (t)o hide; kill (t)o
survive; born (t)o be; listen (t)o me .
to [tuː, tʊ] por lo general se puede reducir a \tә\, o \dә\ como una rápida \d\ cuando
es precedido por algunos sonidos consonantes como \t\, \d\, \r\, \l\, \ m \, \ ing \ o un
sonido vocal: shoot to kill time to die
; ;
wan(t)ed to know; sure to win; dare to dream;
made to order; duel to death; come to me; nothing to hide; tried to; about to; need to
.
También puede reducirse aún más a \ә\ antes de la \n\ o \l\ sonido consonante:
nothin(g) (t)o hide; kill (t)o survive; born (t)o be; listen (t)o me .
3. of [әv] is reduced to \ә\ thereby dropping the \v\ sound when followed by a
consonant sound: name o(f) the; cup o(f) tea; all o(f) you; out of bed.
of [әv] se reduce a \ә\ dejando caer con ello el \v\ sonido cuando es seguido de un
sonido consonante: name o(f) the; cup o(f) tea; all o(f) you; out of bed .
4. th
em [ðem, ðәm] is reduced to (ð)әm thereby dropping the \ th, ð\ before a
consonant sound, also ә
all of (
m: th
)em; got (
th
)em; lick (
th
)em good.
th
em [ðem, ðәm] se reduce a (
th, ð)әm dejando caer con ello el \
th
, ð\ antes de un
sonido consonante, también ә
all of (th)em; got (th)em; lick (th)em good
m: .
5. his \hɪs\,
him \hɪm\, or
her \hәr\ is reduced by softening or entirely dropping the
h
sound when preceded by a consonant sound: love (h)er; wan(t) (h)is .
his \hɪs\,
him \hɪm\, o
her \hәr\ se reduce por el reblandecimiento o totalmente
dejando caer el sonido h cuando es precedido por un sonido consonante: love
(h)er; wan(t) (h)is.
6. nt and nd in words or sequence are reduced by dropping the t or
d before a
stressed syllable and/or after an unstressed syllable: twen(t)y; cen(t)er; coun(t)er;
gen(t)le; wan(t)ed; percen(t)age; han(d)some; gran(d)ma; han(d) me; don(‘t) know;
kin(d) of; can(‘t) stay
. This is commonly used with the prefix :
inter international;
interfere.
nt y
nd en palabras o secuencia se reducen por dejar caer la
t o
d antes de que una
sílaba acentuada y/o después de una sílaba no acentuada: twen(t)y; cen(t)er;
coun(t)er; gen(t)le; wan(t)ed; percen(t)age; han(d)some; gran(d)ma; han(d) me;
don(‘t) know; kin(d) of; can(‘t) stay
. Esto se usa comúnmente con el prefijo
inter
:
international; interfere.
7. /
youryou’re
\yʊ
r, yәr\ and
for
\fɔr, fәr\ can be reduced to \yә\ or \fә\ respectively.
/
youryou’re \yʊr, yәr\ y
for \fɔr, fәr\ se pueden reducido a \yә\ o \fә\
respectivamente.
8. my
\maɪ\ and
by
\baɪ\ can be reduced to \mә\ and \bә\.
my
\maɪ\ y
by
\baɪ\ pueden reducirse a \mә\ y \bә\.
9. you \yuː\ can be reduced to \yә\ when preceded by a stressed syllable or word; also
are \ɑːr, әr\.
you \yuː\ puede reducirse a \yә\ cuando es precedido por una sílaba o palabra
subrayado; también are \ɑːr, әr\.
10. In most commonly used words ending in st ft
, ,
pt
like
first, just, last, fast, oldest,
most, best, must, trust, soft, left, kept, etc., the \t\ may be dropped: las(t) bus; fas(t)
car, oldes(t) church; mus(t) (s)tudy; bes(t) friend; mos(t) women; trus(t) me; kep(t)
shopping .
En más utilizadas las palabras que terminan en s t ft
, ,
pt como first, just, last, fast,
oldest, most, best, must, trust, soft, left, kept
, etc., el \t\ se puede eliminar: las(t)
bus; fas(t) car, oldes(t) church; mus(t) (s)tudy; bes(t) friend; mos(t) women; trus(t)
me; kep(t) shopping .
11. going or to
want + verbal infinitive gonna; wanna
: . Other informal expressions:
coulda (could’ve); musta (must’ve); shoulda (should’ve); mighta (might’ve); gimme
(give me); lemme (let me); jә (did you); dint (didn’t); yäl (you all).
going or to
want + infinitivo verbal gonna; wanna
: . Otras expresiones informales:
coulda (could’ve); musta (must’ve); shoulda (should’ve); mighta (might’ve); gimme
(give me); lemme (let me); jә (did you); dint (didn’t); yäl (you all).
Tapping of \t\:
Tap
\
t
,
t\̬
or flap \t\ is produced like a quick \d\ in words or sequence spelled with t, tt, d, dd:
oughta (ought to); gotta (got to). Usually used after a vowel sound or \r\ and/or before an
unstressed vowel or syllabic \l\: better; battle later; leader; ladder; porter; It’ll (It will)
.
Toque \
t
,
t\̬
o solapa \t\ se produce como un rápida \d\ en palabras o secuencia deletreada
con t, tt, d, dd: oughta (ought to); gotta (got to)
. Normalmente se usa después de un
sonido vocal o \r\ y/o antes de una vocal átona o silábica \l\:
better; battle later; leader;
ladder; porter; It’ll (It will).
Glottal stop:
Glottal stop \ʔ\ (a silent gap produced by holding one’s breath briefly instead of fully
puffing a \t\ or \d\ immediately) is a
d or
t that comes at the end of a word or syllable
followed by a syllabic consonant \n\ or followed by a consonant sound but not the syllabic
consonant \l\ nor a vowel sound: bu(tt)on ; gar(d)en; sen(t)
ence; su(dd)
en ; foo(t)b
all;
bu(tt)h
ole; ho( t)m ail; ne(
t)w
ork; a(
t) w
ork; no( t) yet; le(
t) me; wha(t) n
ow; righ(
t) now .
Parada glotal \ʔ\ (una brecha en silencio producido por contener la respiración
brevemente en vez de soplar totalmente una \t\ o \d\ inmediatamente) es una d o
t que
viene al final de una palabra o sílaba seguida por una consonante silábica \n\ o seguido
por un sonido consonante pero no la consonante silábica \l\ ni un sonido vocal: bu(tt) on;
gar(d) en ; sen(t)
ence; su(dd)
en; foo(
t)b
all; bu(
tt)h
ole; ho(
t)m
ail; ne(
t)w
ork; a(
t) w
ork; no( t)
yet; le(
t) m e; wha(t) n
ow; righ(
t) now.

PHONETICS: The Sounds of American English
CONSONANTS
MW [IPA] Manner/Place/Voice SAMPLE WORDS
Step by step description
STOPS
\p\ [p] eak,
Stop/Bilabial/Voiceless p p
ack, p
ush, 1. The lips are brought together to
kee
p
, ca
p
, sou
p obstruct oral cavity.
2. The tongue position may vary
depending on the phonetic
context.
3. The vocal folds are adducted.
4. The velopharyngeal port is
closed.
5. Air pressure built up behind
obstruction is released by parting
lips, producing noise burst.
\b\ [b] Stop/Bilabial/Voiced eat,
b b
ack,
b
ush, ri
b
, 1. The lips are brought together to
ca
b
, ro
be obstruct oral cavity.
context.
3. The vocal folds are adducted and
vibrating.
closed.
obstruction is released by parting
lips, producing noise burst.
\t\ [t] Stop/Linguaalveolar/V ea,
t t
ag,
t
ook, hea
t
, 1. The front and sides of the tongue
oiceless sa
t
, boot contact the alveolar ridge
anteriorly and laterally.
2. Lip configuration may vary
context.
closed.
obstruction is released by
lowering the tongue, producing
noise burst.
\d\ [d] Stop/Linguaalveolar/V eep,
d d
a
d,
d
o, nee
d
, 1. The front and sides of the tongue
oiced pa
d
, wood contact the alveolar ridge
context.
closed.
vibrating.
noise burst.
\k\ [k] Stop/Linguavelar/Voic eep,
k cap,
c
ook, ti
ck
, 1. The tongue dorsum is elevated
eless wa
ke, loo
k and retracted to contact the back
of the hard palate and the soft
palate, depending on phonetic
context.
context.
closed.
noise burst.
\g\ [g] Stop/Linguavelar/Voic ive,
g gas,
g
o, di
g
, 1. The tongue dorsum is elevated
ed e
gg, do
g and retracted to contact the back
of the hard palate and the soft
palate, depending on phonetic
context.
context.
closed.
vibrating.
noise burst.
FRICTIONS/FRICATIVES
\f\ [f] Fricative/Labiodental/ eet,
f f
at,
f
oot, i
f
, o
ff
, 1. The inner border of the lower lip
Voiceless enou gh contacts the upper teeth to
create a constriction.
context.
closed.
5. Air forced through the lower
lip/upper teeth constriction
creates audible frictional
turbulence.
\v\ [v] Fricative/Labiodental/ ery,
v v
at, v
oice, lea ve, 1. The inner border of the lower lip
Voiced o
f
, mo ve contacts the upper teeth to
create a constriction.
context.
vibrating.
closed.
5. Air forced through the lower
lip/upper teeth constriction
turbulence.
\th\ [
θ
] Fricative/Linguadental th ink, umb,
th th
ought, 1. The tongue tip is brought forward
/Voiceless fif
th, ba , mou
th th
, just below the upper teeth
th ank (interdental) or into slight contact
with the back of the upper teeth
(dental) to create a construction
between tongue tip and upper
teeth.
context.
closed.
5. Air forced between tongue
surface and cutting edge of the
upper teeth (interdental) or inside
surface of the teeth (dental)
turbulence.
\
th
\
[] Fricative/Linguadental is,
th at,
th those, 1. The tongue tip is brought forward
/Voiced brea the, bathe
, just below the upper teeth
smoo th,
their, th
ere, (interdental) or into slight contact
anoth er, e,
th these, with the back of the upper teeth
wi
th (dental) to create a construction
between tongue tip and upper
teeth.
context.
vibrating.
closed.
5. Air forced between tongue
surface and cutting edge of the
upper teeth (interdental) or inside
surface of the teeth (dental)
turbulence.
\s\ Fricative/Linguaalveol ee,
s s
at, Sue, ki
ss
, 1. The apex and blade of the
ar/Voiceless ga
s
, jui
ce,
i
s
land tongue are elevated into contact
with the hard palate, leaving a
narrow midline groove open.
2. The tongue tip may be raised
and lowered behind the upper
teeth.
context.
closed.
6. Air forced under pressure along
midline groove creates audible
frictional turbulence.
\z\ Fricative/Linguaalveol zip,
z
one, z
oo, i
s
, ja
zz
, 1. The apex and blade of the
ar/Voiced froze , mu s
ic, wa s
, tongue are elevated into contact
Hugh es, say
s
, new s
, with the hard palate, leaving a
his
, bu s
iness narrow midline groove open.
2. The tongue tip may be raised
and lowered behind the upper
teeth.
context.
vibrating.
closed.
midline groove creates audible
\sh\ [] Fricative/Linguapalata ip,
sh shall, shoe, 1. The tip and blade of the tongue
l/Voiceless wi
sh, cash , push, are elevated into contact with the
Chicago,
s
ugar, s
ure sides of the palate and teeth,
leaving a flattened midline
groove along the upper surface
of the tongue.
2. The lips may be slightly rounded
and protruded, but the degree
varies with phonetic context.
3. The vocal folds are abducted.
closed.
the flattened midline groove and
across the teeth creates audible
\zh\ [

]
ʒ Fricative/Linguapalata bei
g
e, rou , vi
ge s
ion, 1. The tip and blade of the tongue
l/Voiced meas
ure, lei
s
ure, are elevated into contact with the
plea
s
ure, az
ure, sides of the palate and teeth,
trea
s
ure leaving a flattened midline
groove along the upper surface
of the tongue.
2. The lips may be slightly rounded
and protruded, but the degree
varies with phonetic context.
vibrating.
closed.
the flattened midline groove and
across the teeth creates audible
\h\ [h] Fricative/Glottal/Voicel e,
h h
at,
wh
o 1. The vocal folds are partially
ess adducted to create a narrowing
of the airway.
2. The lips and tongue configuration
varies depending on phonetic
context.
closed.
4. Air forced under pressure
through the laryngeal narrowing
turbulence.
\
hw
\
[ʌ
ʌ] Fricative/Glottal/Voicel ile,
wh at,
wh wh
en,
ess ere,
wh wh
y
Glide/Linguapalatal/V
oiced
AFFRICATES
\ch\ [
tʃ
] Affricate/Linguaalveol ch in, champ, chew, 1. The front and sides of the tongue
ar/Voiceless ri
ch , match, wat
ch contact the alveolar ridge
depending on phonetic context.
closed.
lowering the tongue, and is
followed by frictional noise
associated with fricative portion
of the sound.
\j\ [
] Affricate/Linguaalveol j
elly, m,
ja j
uice, 1. The front and sides of the tongue
ar/Voiced bri
dge , badge, wage contact the alveolar ridge
closed.
vibrating.
lowering the tongue, and is
followed by frictional noise
associated with fricative portion
of the sound.
NASALS
\m\ [m, m] Nasal/Bilabial/Voiced meet,
m
at,
m ove, 1. The lips are brought together to
tea
m, ha
m
, co
me obstruct the oral cavity.
context.
vibrating.
4. The velopharyngeal port is open,
allowing acoustic energy and
airflow to pass through the nose.
\n\ n,n Nasal/Linguaalveolar/ eat,
n knack n
ew, 1. The front and sides of the tongue
Voiced see
n, ca
n
, soon
,
kn
ob contact the alveolar ridge
anteriorly and laterally to obstruct
the oral cavity.
vibrating.
\ŋ\ [] Nasal/Linguavelar/Voi wi , si
ng , to
ng ngue 1. The tongue dorsum is elevated
ced and retracted to contact the soft
palate, obstructing the oral
cavity.
vibrating.
LIQUIDS
\l\ [l, l] Liquid/Linguaalveolar/ ead,
l ck,
la l
ook, fee
l
, 1. The tongue tip and a portion of
Voiced sha , pu
ll ll the tongue blade contact the
alveolar ridge in the midline.
vibrating.
closed.
5. Acoustic energy radiates
laterally, around midline closure.
\r\ [r] Liquid/Linguapalatal/ ead,
r ran, r
uby 1. The tongue is elevated towards
Voiced the hard palate in a bunched
configuration.
2. The front of the tongue is usually
close to the alveolar ridge but
may be retroflexed.
3. The lips are slightly unrounded.
vibrating.
closed.
GLIDES
\y\ [j] Glide/Bilabial/Voiced es,
y y
oung,
y
outh 1. The tongue begins in a high front
position similar to the vowel, i,
but the airways are slightly more
constricted.
2. The tongue glides from its start
position to a more open position
for the following vowel.
vibrating.
closed.
\w\ Glide/Linguapalatal/V e,
w y,
wh w
ood 1. The tongue begins in a high back
oiced position similar to the vowel, u,
but the airways are slightly more
constricted.
2. The tongue glides from its start
position to a more open position
for the following vowel. Lips are
rounded and protruded, then
move to the configuration for the
following vowel.
vibrating.
closed.
r
BLENDS
\pr\ pr etty, pr aise, proof
\br\ br ing, br ass, brew
\tr\ ee,
tr ap,
tr tr
ue
\dr\ dr ip, dr ag, droop
\kr\ creek, crack, crude
\gr\ gr eed, grand, groom
\fr\ ee,
fr Frank, fr
uit
\thr\ thr ee, thrift,
threw
l
BLENDS
\pl\ please, plant, pl
ow
\bl\ bliss, black, blue
\cl\ ean,
cl class, clue
\gl\ glide, glass, gl
oom
\fl\ ee,
fl ap,
fl fl
ew
sBLENDS
\sp\ sp ell, Sp anish, sp oon
\st\ stick, stamp, stoop
\sk\ sk id, sc an, sch ool
\sm\ sm ell, sm ash, sm ooth
\sn\ sn iff, sn ag, sn oop
\sl\ eep,
sl slap, sl
ow
\sw\ sw eet, sw am, sw oop
3ELEMENT BLENDS
\spr\ spr ing, spr ead, spr ay
\str\ str ip, strap, strong
\scr\ scr ipt, scr ap, scr ew
\spl\ spl it,
spl ash, spl atter
VOWELS
MW[IPA] SAMPLE WORDS Step by step description
MONOPHTHONGS
FRONT VOWELS
\
ē
\ [
i] t, s
ea , m
ee e 1. The tongue is positioned forward
and high in the oral cavity with
the sides in contact with the teeth
laterally and the tip positioned
behind the lower teeth.
2. The mandible is elevated.
3. The lips are unrounded, and may
be retracted.
vibrating.
closed.
\i\
[

]
ɪ t, s
i it
, k
i
ck, f
i
t, f
i
ll, sk, M
ip i
ss, k
i
ss,
i
ssue, 1. The tongue is positioned forward
business, shit, bitch, pitch and slightly lower in the oral
cavity than for i, with the sides in
contact with the teeth laterally
and the tip positioned behind the
lower teeth.
2. The mandible is slightly lower
than for i.
3. The lips are unrounded.
vibrating.
closed.
\ā\
[e,
eɪ,
ei
] pl , d
ay a
te, t
a
ke 1. The tongue is positioned forward
be retracted.
vibrating.
closed.
\e\
[ɛ
] w
e
d, st
e
p, n
e
ck, s d, s
ai s, b
ay e
d, b
u
ry 1. The tongue is positioned forward
be retracted.
vibrating.
closed.
\a\ [
æ] n,
a as,
at, f
a
t, b
a
ck, Ma
them a
tics, p
a
ss, b
a
g, 1. The tongue is positioned slightly
nt,
a action, ass, animal,
and, a pple, b
a
d, forward and low in the oral cavity,
banana, ba nd, b asket, h
appy, h
appen, can, c
a
p, with the tip positioned behind the
h
a
t, c
a
t, carrot, ha
s, h
a
ve, h
a
d, sa
d, ma
t, m
a
p, lower teeth.
mad, g
ag, snap, p a
tch, s
and, gr
a
nd, l
amb, l
a
nd, 2. The mandible is lowered more
man, M a’a m, m a gic, n
anny, pan, r
an, v
a
n, than for any other front vowel.
cha
mpion, p aradise, p a
nt, st and, pla
n, 3. The lips are unrounded but may
tr
a
nsaction, m atter, f a
ct, h
and, br a
nd, tha
nk, be retracted.
bl
ank, pad, lap, d a
ddy, m a ster, b
ank, ba
nd, 4. The vocal folds are adducted and
f
a
mily, C alifornia, Alabama, A
nthony, J a
net, vibrating.
Sa
nta, dr ank, tha t 5. The velopharyngeal port is
closed.
\ȧ\ a, ɐ f
a
ther, p
a
th, b
a
th, f
a
st (British) 1. Although variable, the tongue is
slightly back from and low in the
oral cavity, with the tip positioned
2. The mandible is slightly lowered,
although its position varies
vibrating.
closed.
CENTRAL VOWELS
\ˈ ә\
ә, ˌ

ʌ(Stressed) n
u
t, l
u
ck, f
u
n, c
u
p 1. Although variable, the tongue is
in the center of the oral cavity.
2. The jaw is slightly lowered,
vibrating.
closed.
\ә\ ә
(Unstressed) bout,
a u
pon,
a
like 1. Although variable, the tongue is
in the center of the oral cavity.
2. The jaw is slightly lowered,
vibrating.
closed.
\әr\ ɝ
b d, n
ir se, l
ur ear
n 1. Although variable, the tongue is
slightly above the neutral position
with some bunching in the palatal
region.
2. The mandible is slightly lowered.
3. The lips are usually rounded.
vibrating.
closed.
\әr\ ɚ
moth , pap
er , lat
er er 1. Although variable, the tongue is
slightly above the neutral position
with some bunching in the palatal
region.
3. The lips are usually rounded.
vibrating.
closed.
BACK VOWELS
\ü\ u S , b
ue t, m
oo oon, f
ood, dr
ew, st
u
dent, st
u
pid, 1. The tongue is elevated into a
r
u
le, y th, s
ou t, l
ui ew d, n
u ke, n
ews, ac
ou stic high and back position with
contact against the upper molars,
while the tongue root is
advanced to open the pharyngeal
airway.
3. The lips are rounded and
protruded.
vibrating.
closed.
\u̇
\ U t k, f
oo t, p
oo u
ss, b k, n
oo ook, sh
oo k, shou
ld, 1. The tongue body is back and
w d, w
oo ool, g d, l
oo k, p
oo ush, all
u
re, put elevated into a midhigh position
with contact against the upper
molars, while the tongue root is
not as retracted as other back
vowels.
2. The mandible is elevated but
may lower slightly.
3. The lips are usually rounded and
protruded.
vibrating.
closed.
\ō\
[o, oU, ou] b t, n
oa o
, s , fl
ew ow 1. The tongue body is back but
lower than [U], with the primary
constriction in the pharyngeal
region.
protruded.
vibrating.
closed.
\ȯ\ ɔ
off, l
aw,
s ,
aw a
ll, gn , c
aw ,
aught gust, h
Au a
ll, 1. The tongue body is back but
j
aw, awesome lower than [U], with the primary
constriction in the pharyngeal
region.
protruded.
vibrating.
closed.
\ä\ ɑ f
ather, bother, hot, arm, f armer, model, m
odest, 1. The tongue body is positioned
p
o sitive, po
litics,
O ctober, m onitor, s
olid, m
odify, back and low in the oral cavity.
articulate, bo dy, b
ar, t
o
p, c
ontact, module, y
a
rd, 2. The mandible is lowered more
c
o nscious, c o
lleague, sp o
nsor, sp o ntaneous, than the rest of the back vowels.
c
o ntext 3. The lips are unrounded and wide
open.
vibrating.
closed.
\yü
\ f
ew, c
u e, mu
sic,
u
nion, p
u
ke, p
u
pil
\yu̇\ cu
re, f
u ry
DIPHTHONGS (vowel combinations)
\ī\ aɪ , ai, ɑ
ɪ, ɑ
i , m
I y, l
ike 1. The tongue begins back and low
in the oral cavity and moves to a
midhigh front position.
2. The mandible moves from an
open to a more closed position.
vibrating.
closed.
\au̇
\ aU, au c ,
ow t, d
ou n, h
ow o
w 1. The tongue moves from a low
back position to a midhigh back
position.
2. The tongue begins back and low
in the oral cavity and moves to a
midhigh front position.
3. The mandible elevates during the
sound production.
4. The lips move from an
unrounded to a rounded
configuration.
5. The vocal folds a adducted and
vibrating.
closed.
\ȯi\ ɔ
ɪ, ɔ
i b , v
oy ce, t
oi oy 1. The tongue moves from a low
midback position to a midhigh
front position.
2. The lips move from an
unrounded to a rounded
configuration.
3. The mandible is in a relatively
neutral position.
vibrating.
closed.
\ā\
e, eɪ
, ei pl , d
ay a
te, t
a
ke 1. The tongue is positioned forward
be retracted.
vibrating.
closed.
\ar\, \är\, \er\, The sequences (on the left) may be considered ● Any spelling of vowel + r can
\ir\, \ȯr\, \u̇
r\, and \әr\ diphthongs. be pronounced as schwa + r if
it occurs on an unstressed
syllable!
● On an unstressed syllable, any
vowel + r spelling can be
pronounced schwa + r.
The ar and or spellings have
● A stressed pronunciation
o ar sound or or sound, e.g.,
car, far, cigar, bizarre,
guitar, resort, before,
enormous
● an unstressed pronunciation
o schwa + r, e.g., dollar, polar,
grammar, comfort, honor,
ignorance
NonPhonetic Schwa +r Words
word, world, work, learn, heard,
worry
Terms and Definitions
Manner Manner of articulation refers to how the sound is produced and the way in which the
airstream is modified as it passes through the vocal tract.
Stops A stop is a consonant characterized by: (1) complete obstruction of the outgoing
airstream by the articulators (2) a buildup of intraoral air pressure, and (3) a release.
Ex. \p\, \b\, \t\, \d\, \k\, \g\
Fricatives A fricative is a consonant produced by forcing the breath stream through a constriction
formed by articulators in the vocal tract. Ex. \ f\, \v\, \th\, \
th
\, \s\, \z\, \sh\, \zh\, \h\
Affricates An affricate is a consonant characterized as having both a fricative and a stop manner
of production. Ex. \ ch\, \j\
Nasal Nasal refers to a consonant produced with complete closure in the oral cavity along
with a lowered velum to allow airflow through the nasal cavity. Ex. \ m\, \n\, \ŋ\
Liquids Liquid is a generic label used to classify two English approximant consonants, \r\ and
\l\
Glides A glide is a consonant characterized by a continued, gliding motion of the articulators
into the following vowel; also referred to as a semivowel, e.g., \ and \
j\ w\.
Place Place of articulation refers to which articulators are involved in the production of a
particular sound.
Bilabial Refers to a speech sound produced by contact of the upper and lower lips. Ex. \p\, \b\,
\m\, \w\.
Labiodental A labiodental consonant is one that is produced by the lower lip contacting the upper
front teeth. Ex. \ f\, \v\
Linguadental A linguadental consonant is produced with the tongue contacting the teeth. Ex. th\,
\\.
Linguaalveolar Linguaalveolar refers to a consonant produced with the tongue contacting the upper
alveolar ridge. Ex. \ t\, \d\, \s\, \z\, \ch\, \j\, \n\, \l\
Linguapalatal A linguapalatal consonant is produced with the tongue contacting the hard palate.
Ex. \z\, \sh\, \r\, \j\
Linguavelar Linguavelar refers to a consonant produced with the tongue contacting the velum.
Ex. \k\, \g\, \ŋ\
Glottal Glottal is a place of articulation referring to a consonant that is produced by completely
or partially constricting the glottis. Ex. \ h\
Voice Voicing refers to whether the vocal folds are vibrating during a production of a
particular consonant.
Voiced A voiced sound is produced with the vibration of the adducted vocal folds in the larynx.
Ex. \b\, \d\, \g\, \v\, \\, \z\, \zh\, \j\, \m\, \n\, \ŋ\, \r\, \l\, \j\, \w\.
Voiceles
r Voiceless sounds are consonants produced without vibration of the vocal folds. Ex.
\p\, \t\, \k\, \f\, th\, \s\, \sh\, \h\, \ch\
Monophthongs Monophthongs are a sound of a single vowel.
Front Vowels A front vowel is produced with a forward shift of the tongue from its neutral or rest
position.
Central Vowels A
central vowel is produced with the tongue in its neutral of rest position.
Back Vowels A back vowel is produced with a backward shift of the tongue from its neutral or rest
position.
ē i ā ō
e a ȧ ә әr ü u̇ ȯ ä ī au̇
ȯi ā ˈ
ˌ
ɑ ɚ
ә ә ɜ
ɛ ɝ
ɪ ɪ
ɒ
̈ ɔ
ʊ ʊ
ʌ
̈ ŋ ʳ ɹ
ð ɫ ɾ ʃ
θ t̬
ʒ
ˈ ˌ
ː
Pronunciation Symbols
Click on any linked word below to hear the pronunciation.
\ә\ as a in abut \g\ as g in go \r\ as r
in red
\ˈ ә, ˌ ә \ as u in ab u
t \h\ as h in hat \s\ as s in less
\ as
\ә e in kitt
en \i\ as
i
in
h it
\sh\ as sh in shy
\әr\ as ur /
er in f
ur th
er \ī\ as
i
in ice \t\ as t
in tie
\a\ as a in ash \j\ as
j
in
job \th\ as th in thin
\
ā\ as a in ace \k\ as k in kin \th\ as th in the
\ä\ as o in m o p \ḵ\ as ch in i
ch dien \ü\ as oo in l
oot
\au̇ \ as ou in ou t \l\ as
l
in
lil
y \u̇\ as oo in f
oo t
\b\ as in baby \m\ as m in m urmur \v\ as v in vi
vid
\ch\ as ch in ch in \n\ as n in ow n \w\ as w in away
\d\ as d in di
d \ŋ\ as ng in si
ng \y\ as y in yet
\e\ as e in bet \
ō\ as
o in g
o \yü\ as you in
you th
\ˈ ē
,ˌē
\ as ea in ea sy \ȯ\ as aw in l
aw \yu̇ \ as u in curable
\
ē\ as y in eas y \ȯi\ as oy in boy \z\ as z in zone
\f\ as f
in f
i
f
ty \p\ as p in pepper \zh\ as si in visi
on
Guide to IPA Pronunciation Symbols
(Webster)
Vowels
æ
a sk , bat
,
gl ad
ɑ c
o t
, bomb , c
au ght, p
aw
ɛ b
e t
, f
ed
ә a
bout ,
ba nan a,
c
ollide
i ver
y ,
an y , thirty
i
:
ea t
, bea d, b ee
ɪ i
d,
b i
d,
pit
ʊ f
oo t,
sh ou ld,
p
ut
u: b
oo t
,
tw o , c
oo
ʌ u
nder ,
p u tt,
bud
ɚ m
er ge , bir d,
f
urther
eɪ
eight ,
w ade ,
bay
aɪ ice
, bi
te,
tie
aʊ
out,
g ow n , plow
oɪ
oyster ,
c
oi l
,
boy
oʊ
oat,
ow n, zo ne,
blow
ɑɚ c
ar, hear t, bizarre
eɚ b
are , f
air , w ear
iɚ n
ear , deer ,
m ere ,
pier
oɚ b
oar , por t,
d oor ,
sh ore
uɚ b
oor ,
tour , insure
ɒ British
c
o t, b o
mb
ɔ British
c
au ght, p aw , p
ort
ә
: British
mer ge, b ird
әʊ British

oa t,
ow n, z one, bl ow
ɪә British
near , deer
ɛә British
bare , f
air
ʊә British
boor , t
our
Consonants
b
b ab y , la bor ,
ca b
d d
ay , kid
ʤ j
ust , ba dg er , fudge
ð
then , ei th er , ba th e
f f
oe , tou gh , bu ff
g g
o, da gg er , ba g
h h
ot, a h ead
j y
es , vine yard
k la
cq uer ,
flo ck ,
skin
k ʰ c
at, k eep , a cc ount
l l
aw , ho llow
l̟ ped
al , batt le , final
ɫ poo
l, boi l
m m
at, he m p , ha mm er
,
ri
m
n n
ew , te n t
, te n or, run
n̩ butt
on , sat in , kitten
ŋ ru
ng , ha ng , swi ng er
p la
p se , to p , li
p , speed
p ʰ p
ay , p et ,
a pp ear
r r
ope , a rrive
s s
ad , mi s t
, ki ss
ʃ
sh oe , mi ssi on ,
slu sh
t ma
t, stick , la te
tʰ t
oe , a tt ack
ɾ la
ter , ca tty , ridd le
tʃ ba
tch , na ture
tʃ
ʰ
ch oose , ch in , ach ieve
θ
thin , e th er , ba th
v v
at, ne v er , ca ve
w w
et, soft w are
z z
oo , ea s y, bu zz
ʒ vi
si on , a zure , beige
Other Symbols
' high stress:
pen manship
ˌ low stress:
penman ship
British indicates British pronunciation variant
Pronunciation Guide
This guide will help you to understand and use the pronunciation symbols found in this dictionary.
The British pronunciations given are those of younger speakers of General British. This includes RP (Received
Pronunciation) and a range of similar accents which are not strongly regional. The American pronunciations
chosen are also as far as possible the most general (not associated with any particular region). If there is a
difference between British and American pronunciations of a word, the British one is given first, with
NAmE
before the American pronunciation.
Consonants
p pen /pen/
b bad /bæd/
t tea /tiː /
d did /dɪ d/
k cat /kæt/
ɡ get /ɡ et/
tʃ chain /tʃ
eɪ n/
dʒ jam /dʒ æm/
f fall /fɔ ː l/
v van /væn/
θ thin /θɪ n/
ð this /ðɪ s/

s see /siː /
z zoo /zuː /
ʃ shoe /ʃ uː /
ʒ vision /ˈ
vɪ ʒ n/
h hat /hæt/
m man /mæn/
n now /naʊ /
ŋ sing /sɪ ŋ/
l leg /leɡ /
r red /red/
j yes /jes/
w wet /wet/
The symbol (r) indicates that British pronunciation will have /r/ only if a vowel sound follows directly at the
beginning of the next word, as in far away ; otherwise the /r/ is omitted. For American English, all the /r/ sounds
should be pronounced.
/x/ represents a fricative sound as in /lɒ
x/ for Scottish loch, Irish lough.
Vowels and Diphthongs
iː see /siː/
i happy /ˈhæpi/
ɪ sit /sɪt/
e ten /ten/
æ cat /kæt/
ɑ
ː father /ˈfɑː ðә(r)/
ɒ got /ɡɒt/ (British English)
ɔː saw /sɔː /
ʊ put /pʊt/
u actual /ˈæktʃ uәl/
uː too /tuː/
ʌ cup /kʌp/

ɜː fur /fɜ ː(r)/
ә about /әˈ baʊ t/
eɪ say /seɪ /
әʊ go /ɡ әʊ / (British English)
oʊ go /ɡ oʊ / (American English)
aɪ my /maɪ /
ɔɪ boy /bɔ ɪ /
aʊ now /naʊ /
ɪә near /nɪ ә(r)/ (British English)
eә hair /heә(r)/ (British English)
ʊә pure /pjʊ ә(r)/ (British English)
Many British speakers use /ɔ
ː
/ instead of the diphthong /ʊ ә/, especially in common words, so that sure becomes
/ʃɔ
ː
(r)/, etc. The sound /ɒ / does not occur in American English, and words which have this vowel in British
pronunciation will instead have / ɑː
/ or /ɔ
ː / in American English. For instance, got is /
ɡɒ
t/ in British English, but
/
ɡɑː
t / in American English, while dog is British /dɒ ɡ/, American /dɑːɡ
/. The three diphthongs /ɪ ә eә ʊә/ are
found only in British English. In corresponding places, American English has a simple vowel followed by /r/, so
near is /nɪ r/, hair is /her/, and pure is /pjʊ r/.
Nasalized vowels, marked with /～/, may be retained in certain words taken from French, as in penchant /ˈ pɒ ̃
ʃ ɒ/,
̃
coq au vin /ˌ kɒ k әʊ

væ̃
ˈ /.
Syllabic Consonants
The sounds /l/ and /n/ can often be ‘syllabic’ – that is, they can form a syllable by themselves without a vowel.
There is a syllabic /l/ in the usual pronunciation of middle /ˈ mɪ dl/, and a syllabic /n/ in sudden /ˈ
sʌdn/.
Weak Vowels // and /
i /
u
The sounds represented by /i ː
/ and /ɪ / must always be made different, as in heat /hi
t/ compared with hit /hɪ
ː t/.
The symbol /i/ represents a vowel that can be sounded as either /i ː
/ or /ɪ /, or as a sound which is a compromise
between them. In a word such as happy /ˈ hæpi/, younger speakers use a quality more like /iː
/, but short in
duration. When /i/ is followed by /ә/ the sequence can also be pronounced /jә/. So the word dubious can be
/ˈdju
ː
biәs/ or /ˈdju ː bjәs/. In the same way, the two vowels represented /u
ː
/ and /ʊ/ must be kept distinct but /u/
represents a weak vowel that varies between them. If /u/ is followed directly by a consonant sound, it can also
be pronounced as /ә/. So stimulate can be /ˈ stɪ
mjuleɪ t/ or /ˈ
stɪmjәleɪ t/.
Weak Forms and Strong Forms
Certain very common words, for example at, and, for, can, have two pronunciations. We give the usual (weak)
pronunciation first. The second pronunciation (strong) must be used if the word is stressed, and also generally
when the word is at the end of a sentence. For example:
● Can /kәn/ you help?
● I’ll help if I can /kæn/.
Tapping of //
t
In American English, if a /t/ sound is between two vowels, and the second vowel is not stressed, the /t/ can be
pronounced very quickly, and made voiced so that it is like a brief /d/ or the rsound of certain languages.
Technically, the sound is a ‘tap’, and can be symbolized by /t̬ /. So Americans can pronounce potato as
/pәˈteɪ
t̬
oʊ /, tapping the second /t/ in the word (but not the first, because of the stress). British speakers don’t
generally do this. The conditions for tapping also arise very frequently when words are put together, as in not
only, what I, etc. In this case it doesn’t matter whether the following vowel is stressed or not, and even British
speakers can use taps in this situation, though they sound rather casual.
The Glottal Stop
In both British and American varieties of English, a /t/ which comes at the end of a word or syllable can often be
pronounced as a glottal stop /ʔ / (a silent gap produced by holding one’s breath briefly) instead of a /t/. For this to
happen, the next sound must not be a vowel or a syllabic /l/. So football can be /ˈ
fʊbɔ
ʔ ːl/ instead of /ˈ
fʊ tbɔ ːl/,
and button can be /ˈ bʌʔn/ instead of /ˈ bʌ tn/. But a glottal stop would not be used for the /t/ sounds in bottle or
better because of the sounds which come afterwards.
Oxford Pronunciation Key
p
a
t k k
i
ck
,
c
at, pi
que b
oo
t
p
ay l (n d'l) l
id, need
le
* ou ou
t
c
are m m
u
m p p
o
p
n (s
f
a
ther n
o, sudde
n
* r r
oa
r
d'n)
b b
i
b ng thi
ng s s
au
ce
ch ch
ur
ch p
o
t sh sh
ip, di
sh
d d
ee
d
, mill
ed t
oe t t
igh
t
, stopp
ed
c
aught, p
aw
, f
o
r, h
o
rrid,
p
e
t h
oa
rse**
th th
in
bee oi n
oi
se th th
is
f
i
fe
, ph
ase,
f t
oo
k c
u
t (stressed schwa)
rough
g g
a
g ur
ge, t
er
m, f
ir
m, w
or
d, h
ear
d r butt
er
h h
at v v
al
ve
Foreign
hw wh ich w w
ith
p
i
t y y
es French
f
e u German
, sch
ö
n
p
ie
, b
y z z
ebra,
x
ylem French
t
u German
,
ber
p
ier zh vi
s
ion, plea
s
ure, gara
ge German
i
c h Scottish
, lo
ch
j j
u
dge a
bout, it
e
m, ed
i
ble, gall
o
p, circ
u
s
French
bo
n
(b )***
l
*In English the consonants n
and often constitute complete syllables by themselves.
or
**Regional pronunciations of vary. In pairs such as
for, four; horse, hoarse; and
morning, mourning, the
vowel varies between ( ) and ( ). In this Dictionary these vowels are represented as follows:
for
(f r),
four (f
r, f r);
horse
(h rs),
hoarse
(h rs, h rs); and
morning
(m r ning),
mourning (m r ning, m r ). Other
words for which both forms are shown include more, glory,
and
borne. A similar variant occurs in words such
as
coral, forest,
and
horrid, where the pronunciation of
o before
r varies between ( ) and ( ). In these words
the ( r) pronunciation is given first:
forest
(f r ist, f r ).
***The Dictionary uses to reflect that the preceding vowel is nasalized.
Contrasts between long e
and short
i
Pete pit heel, heal hill
seat sit bead bid
feet fit deep dip
sheet shit peak, peek pick
beach bitch seek sick
these this leap lip
keen kin beat bit
beat bit green grin

Contrasts between long e and short i
Long e Short i Long e Short i Long e Short i
P e
te pi
t h eel, h
eal h i
ll peach pi
tch
sea t si
t b ead bi
d s
ee ks si
x
feet f
i
t d eep di
p mea l m ill
sh ee t sh i
t* p eak, peek pi
ck weak w i
ck
bea ch b i
tch* s ee
k si
ck weal w i
ll
these th i
s l
ea p l
i
p l
eave l
i
ve
kee n ki
n b eat bi
t green gr i
n
sh ee p sh i
p gr eet gri
t r
eam r
i
m

Descriptio IPA Webster Exampl
n e
Short æ \æ\ \
a
\ f
a
n
Short
e \
e
\ \

\
ɛ f
e
ll

\
Contrasts between short a \æ ɛ
and short e \\
Short a Short
e Short a Short
e Short a Short
e
bad bed mass mess past pest
sad said fad fed had head
gas guess pan pen sat set
lad led fan fen mat met
dad dead sand send pat pet
man men band bend vat vet
laughed left land lend pack peck

æ ɑəə ɚɜɛɝɪɪ̈ ɒɔʊʊ ̈ʌð ɫŋʳ ɹɾʃθ t̬ ʒˈˌː
ә
æ ɑ ә ɚ ɜ ɛ ɝ ɪ ɪ̈
ʒ ˈ ˌ ː

æ ɑəə
ē i ā
e a å ə ər ü u̇ ō
ȯ ä ī au̇ ȯi ā ˈ ˌ

Irregular Verbs Pronunciation
(Webster)
do, does, did, done \
ˈdü,
ˈ
də z,
ˈ did,
ˈ
də n\
have, has, had, had \
ˈhav,
ˈhas,
ˈ
had\
say, says, said, said \
ˈ
sā y,ˈsez,
ˈ
sed\
ə
beat, beat, beaten* \
ˈ
bē t,
ˈ
bē tn\
become, came, come also
\bi bē
ˈ
kə m, ˈ
kām\
begin, began, begun also
\bi bē
ˈ gin,
ˈ gan,
ˈ
gən\

bite, bit, bitten* \
ˈ
bī t,
ˈbit,
ˈ
bitən\
blow, blew, blown \
ˈ
blō ,
ˈblü,
ˈ
blō n\
break, broke, broken \
ˈ
brā k,
ˈ
brō k,
ˈ
brō kən\
bring, brought, brought \
ˈ
briŋ ,
ˈbr
ȯ
t\
buy, bought, bought \ˈ
bī , ˈ b ȯt\
catch, caught, caught kach
\ˈ also ˈ kech, ˈ kȯ also
t ˈkät\

choose, chose, chosen* \ˈ
chüz, ˈ chō z, ˈ chō zən\
come, came, come \

kə
ˈ m, ˈ
kā m\
cut, cut, cut \

kə
ˈ t\
draw, drew, drawn, drawing** \
dr

ˈ ȯ ,
ˈ drü,
ˈ dr
ȯn, ˈ dr
ȯ()iŋ \
drink, drank, drunk \

driŋ
ˈ k, ˈ
draŋ k, ˈ
drə ŋ k\
drive, drove, driven \

drī
ˈ v, ˈ
drō v, ˈ
drivə n\

eat, ate, eaten* \

ˈ
ē t,
ˈ
ā t, ˈ
ē
tə n\
fall, fell, fallen f
\ˈȯl, ˈ fel, ˈ fȯlə n\
feel, felt, felt \

fē
ˈ (ə )l, ˈ felt\
find, found, found \

fī
ˈ nd, ˈ
fau̇ nd\
fly, flew, flown \

flī
ˈ , ˈ flü,
ˈ
flō n\
forget, forgot, forgotten* \

fə
ˈ rget also f
ȯr, ˈ gät
also
ˈ g
ȯt,
ˈ
gätə
also
n
ˈg
ȯ
tə
n\
get, got, gotten* \
get ÷

ˈ ˈ git**,
ˈ gät
also ˈ g
ȯ
t, ˈgät
ə
also
n
ˈg
ȯə
tn\
give, gave, given \
giv,

ˈ ˈ
gā v, ˈ
givə n\
go, went, gone \

gō
ˈ , ˈ went,
ˈ g
ȯn also
ˈ
gän\
grow, grew, grown \

grō
ˈ ,
ˈ grü,
ˈ
grō n\
hang, hung, hung \

haŋ
ˈ ,
ˈ
hə ŋ also hanged
;
ˈ
haŋ d\
hear, heard, heard \
hir,

ˈ ˈ
hə rd\
hit, hit, hit \

hit\
ˈ
hold, held, held \ˈ
hō ld, ˈ held\
hurt, hurt, hurt \

hə
ˈ rt\
keep, kept, kept \

kē
ˈ p, ˈ
kept\
know, knew, known \

nō
ˈ , ˈ nü
also ˈ nyü,
ˈ
nō n\
lead, led, led \

lē
ˈ d, ˈ
led\
let, let, let \

let\
ˈ
lose, lost, lost \ˈ
lüz, ˈ l
ȯ st\
make, made, made \

mā
ˈ k, ˈ
mā d\
mean, meant, meant \ˈ
mē n, ˈ ment\
meet, met, met \

mē
ˈ t, ˈ
met\
put, put, put \

pu̇
ˈ t\
read, read, read \

rē
ˈ d, ˈ
red\

ride, rode ridden* \

rī
ˈ d, ˈ
rō d, ˈ
ridə n\
ring, rang, rung \

riŋ
ˈ , ˈ
raŋ ,
ˈ
rə ŋ \

rise, rose, risen* \

rī
ˈ z, ˈ
rō z, ˈ
rizə n\
run, ran, run \

rə
ˈ n, ˈ
ran\
see, saw, seen \

sē
ˈ , ˈ s
ȯ ,
ˈ
sē n\
sell, sold, sold \
sel,

ˈ ˈ
sō ld\
send, sent, sent \ˈ
send, ˈ sent\
shake, shook, shaken \

shā
ˈ k, ˈ
shu̇ k, ˈ
shā kə n\
show, showed, shown \

shō
ˈ ,
ˈ
shō d, ˈ
shō n\
sing, sang, sung \

siŋ
ˈ , ˈ
saŋ , ˈ
sə ŋ \
sit, sat, sat \
sit,

ˈ ˈ
sat\
sleep, slept, slept \ˈ
slē p, ˈ slept\
speak, spoke, spoken \ˈ
spē k, ˈ spō k, ˈ spō kə n\
spend, spent, spent \
spend,

ˈ ˈ
spent\
stand, stood, stood \ˈ
stand, ˈ stu̇ d\
swim, swam, swum \
swim,

ˈ ˈ swam,
ˈ
swə m\
take, took, taken \

tā
ˈ k, ˈ
tu̇ k, ˈ
tā kə n\
tell, told, told \
tel,

ˈ ˈ
tō ld\
think, thought, thought \

thiŋ
ˈ k, ˈ th
ȯt\
throw, threw, thrown \

thrō
ˈ , ˈ thrü,
ˈ
thrō n\
understand, stood, stood \ˌ
əndə rˈ stand, ˈ stu̇d\
wear, wore, worn \
war

ˈ also wer, ˈ
wō also
r w
ȯ
r,

wō
ˈ also
rn
w

ˈ ȯr
n\
win, won, won \
win,

ˈ ˈ w
ȯn\

write, wrote, written* \

rī
ˈ t,
ˈ
rō t,
ˈ
ritən\

æ ɑəə ɚɜɛɝɪɪ̈ ɒɔʊʊ ̈ʌð ɫŋʳ ɹɾʃθ t̬ ʒˈˌː

æ ɑ ə ə
ɚ ɜ ɛ ɝ ɪ ɪ̈
ʒ ˈ ˌ ː

æ ɑəə
ē i ā
e a å ə ər ü u̇ ō
ȯ ä ī au̇
ȯi ā ˈ ˌ

\
әˈ
sōshēˌ
āt, sē\

\
әsōshē

ˈ āt, sē\

ˌ

Stress Patterns
● Words with two syllables
● Words with more than two syllables
Words with 2 Syllables
● The stress is usually on the __first__ syllable, e.g., stan dard, sister,
dol
lar
● The stress is on the __second/last_____ syllable when the first syllable is a prefix and the second
syllable is the root word, e.g., ex tend , confuse
● If the word is a noun, the stress is on the __1st__ syllable. If the word is a verb, the stress is on the
__2nd___ syllable, e.g., conduct, permit, record
Words with more than two syllables
Stress is on the LAST syllable if the last syllable has any of the following suffixes:
ain (enter
tain \
) ˌent
r
ә ˈtān\

ee (refu )
gee \ˌ refyu̇ˈjē, ˈ refyu̇ˌ \
eer (mountai neer )
\ˌmau̇ ntәˈ nir\
ese (Portuguese )
\ˈ porchәˌ gēz, ˌ gēs; ˌporchәˈ \
ette (ciga
rette, majo rette)
\ˌmājәˈ ret\ \ˌ
sigәˈret, ˈ sigәˌ
\
esque (picturesque )
\ˌpikchәˈ resk\
Stress is on the PRECEDING syllable if the last syllable has any of the following suffixes:
ion (deci sion, appli ca tion)
\diˈsizhәn\ \ˌ aplәˈ kāshәn\
ious / eous (con ten tious, cou rageous) \kәnˈ ten(t)shәs\ \kәˈ rājәs\
ity (simpli city) \simˈ plisәtē, ˈ plistē\
ive (exten sive, di sive, ex
vi plosive) \ikˈsten(t)siv\ \dәˈ also
vīsiv ˈ or
vi ziv\ \ikˈ
splōsiv, ziv\
graphy (pho tog raphy, bi og raphy) \fәˈ tägrәfē\ \bīˈ ägrәfē also bē\
meter (ther mo meter) \thә(r)ˈ mämәtәr\
logy (bio logy) \bīˈ älәjē\
ify ( rify)
cla \ˈklerәˌ fī, ˈklarә\
ible (in
cre dible) \(ˌ )inˈ kredәbәl\
igible (
eligible) \ˈ elәjәbәl\
ish (accom plish) \әˈ kämplish, ˈ kәm\
ic (fa
natic) \fәˈ natik\
ical (i
den tical) \īˈ dentikәl, ә\ identity
Stress is TWO SYLLABLES BACK if the last syllable has this suffix:
ate (ne
gotiate, dicate,
in dicate)
de \niˈ gōshēˌ āt, ÷sē\
\ˈ
indәˌkāt\ adj
\ˈ
dedikәt\
verb \ˈdediˌkāt also
ˈdeˌdē\
Word Stress
Objectives
To be able to identify content words and function words so that you will:
● speak at the sentence level
with correct and
natural stress;
● be able to use stress for emphasis ;
● understand changes in meaning when stress is used for emphasis by other speakers.
In Spoken English:
● Knowing what words to stress does not simply make your speech sound more natural but can be the
difference between being understood correctly and being not understood (misunderstood) because
stressing different words can create different meanings.
● Stresses
content words (the principal elements in a sentence)
● Quickly glides over the
function words (which are less important)
A stressed

word is said: (1) , (2)
more loudly , and at a (3)
longer higher pitch
.
When a content word has more than one syllable, the stressed syllable is said: (1) , (2)
more loudly longer
,
and at a (3)
higher pitch.
Content Words vs Function Words
● Content Words :
● word referring to realworld object: a word that primarily conveys meaning rather than
grammatical function, e.g. a nouns, verbs (main verbs), adverbs, adjectives, numbers,
question words, long prepositions (more than onesyllable), demonstratives (this, that,
these, those), interjections.
● Function Words :
● word performing function, without intrinsic meaning: a word that has little meaning
on its own but serves a specific syntactic function in a phrase or sentence, e.g., articles
short prepositions, helping verbs, most pronouns (personal/object pronouns), forms of BE
as main verb, modal verbs, auxiliary/helping verbs, short prepositions (one syllable),
possessive adjectives, conjunctions
● Content Words carry meaning
● Function Words help create grammatical structures
Practice the following:
1. I
choose to that is
see all in and
teresting beautiful
.
2. Au tumn is
c
om ing
.
3. The caterpillar an
swered in a
bored tone.
4. I to
love see the
shining moon on a ,
cool autumn night
.
Stress within Thought Groups
● When words are grouped into meaningful phrases, there is usually one word that receives the most stress.
That word is generally the final content word. Example:
I the
see same
world as you,/ but I am to
able
see /
past that is
all and
saddening hor
rifying
.//
Stress in Fast Speech
● Native English Speakers may break the rules of stress in faster speech. This happens most often when
there is a phrase with a cluster of content words. Instead of stressing each content word in that cluster, the
speaker may choose to alternate the stress so that there is more natural flow and rhythm. Examples:
The
bee grew annoyed .
Autumn brings
chan
ges of
as
ton
ishing
beauty.
Which words should be stressed in the following sentences? Underline them.
1. He had finished breakfast before I arrived.
2. James ordered a huge steak for dinner.
3. They will have to stay up late if they are going to finish their homework.
4. Could you please be more quiet?
It’s Not What You Say, BUT How You Say It …
Stressing certain words in a sentence can also depend on the meaning you have to convey.
Underline the word that you should stress to answer the following questions:
1. Does anyone have a pen? I have a pen.

2. I need three pens. Do you have three pens? I have a pen.

3. Do you have a pencil? I have a pen.

4. You have to fill this out. Do you need a pen? I have a pen.

Linking / Liaisons in Spoken English
● Linking (also known as liaisons) improves the rhythm of the sentence.
● Linked speech sounds smoother and more natural.
● Linking can occur between:
o _ consonants to vowels_ (cv)
o _ 2 different/same consonants _ (cc)
o _ vowels to consonants_ (vc)
o _ 2 different/same vowels
_ (vv)
Linking Consonants to Vowels
● When a word __ ends__ in a consonant and the next word _ begins _ with a vowel, we connect the
ending consonant to the beginning vowel. E.g., abou t
i
t, go
t
i
t, bea
t
i
t, tha
t is, i
t is, wha
t is, wha
t are,
trie
d
(t)o, (flap the T)
Linking 2 Different Consonants
Acronyms
● We always put the most stress on the __ last letter
__. E.g., OK, IR
S , VI
P , U
N, PB& J
, AT&
T , UK
, UA
E
,
USA, KS A, RO C
+
DY,
T
+Y
● The d sound combines with the y sound, making a _J_ sound. E.g., Did you, Could you, Would you
● The t sound combines with the y sound making a _ CH _ sound. E.g., Can’t you, Don’t you, Won’t you
More accepted in _ colloquial
_ speech. When speaking professionally, enunciate .
,
PT KT,
BD,
GD ,
ND , ,
ST XT
Do not drop the _last/ending_ consonants. Dropping the _ last/ending _ consonant is characteristic of lazy
speech. E.g., acce pt, stop , obstru
ped ct, wrec
ked, stabbed, rub bed , hugged , wag , happe
ged ned
,
mis
sed , fi
xed
Linking 2 Vowels
When one word ends with a vowel and the next word begins with a vowel, we link the two words by _ y w
or _.
● He only
He y
only
● You always
You walways
● The oldest
The y
oldest
Note on “
the
” when the next word begins with a vowel, “the” is pronounced _thee_. When the next word begins
with a consonant, “the” is pronounced _thuh_.
● The apple
Thee yapple
● The bear Thuh bear
Use of Common Prepositions
Prepositions of TIME
We use:
● at for a PRECISE TIME
● in for MONTHS, YEARS, CENTURIES and LONG PERIODS
● on for DAYS and DATES
IN
● Century
● Decade
● Year
● Season
● Month
● Parts of the Day
Examples:
● in May
● in summer
● in the summer
● in 1990
● in the 1990s
● in the next century
● in the Ice Age
● in the past/future
ON
● Days of the Week
● Dates
Examples:
● on Sunday
● on Tuesdays
● on the 6th of March
● on the 25th of Dec. 2010
● on Christmas Day
● on Independence Day
● on my birthday
● on New Year's Eve
AT
● PRECISE TIME (Time of the day, Night, Noon, Midnight)
● Time of the Day
● Night, Noon, Midnight
Examples:
● at 3 o'clock
● at 10.30 A.M.
● at noon
● at dinnertime
● at bedtime
● at sunrise
● at sunset
● at the moment
Look at these examples:
● I have a meeting at

9am.
● The shop closes at
midnight.
● Jane went home at
lunchtime.
● In England, it often snows in

December.
● Do you think we will go to Jupiter in

the future?
● There should be a lot of progress in

the next century.
● Do you work on

Mondays?
● Her birthday is on
the of November.
20th
● Where will you be on
New Year's Day?
at
Notice the use of the preposition of time in the following standard expressions:
Expression Example
at night The stars shine
at night
.
at the weekend I don't usually work
at the weekend
.
at Christmas/Easter I stay with my family
at Christmas
.
at the same time We finished the test
at the same time
.
at present He's not home
at present
. Try later.
in
Notice the use of the prepositions of time on
and in these common expressions:
in on
in the morning on Tuesday morning
in the mornings on Saturday mornings
in the afternoon(s) on Sunday afternoons
in the evening(s) on Monday evening
When we say

last, next, every, this
we do not also use

at, in, on
.
● I went to London
last not
June. (
in last

June)
● He's coming back

next not
Tuesday. (
on next

Tuesday)
● I go home

every not
Easter. (
at every

Easter)
● We'll call you

this not
evening. (
in this

evening)
Prepositions of PLACE
In general, we use:
● at
for a POINT
● in

for an ENCLOSED SPACE
● on

for a SURFACE
at in on
POINT ENCLOSED SPACE SURFACE
at the corner in the garden on the wall
at the bus stop in London on the ceiling
at the door in France on the door
at the top of the page in a box on the cover
at the end of the road in my pocket on the floor
at the entrance in my wallet on the carpet
at the crossroads in a building on the menu
at the front desk in a car on a page
Look at these examples:
● Jane is waiting for you

atthe bus stop.
● The shop is

atthe end of the street.
● My plane stopped

atDubai and Hanoi and arrived

inBangkok two hours late.
● When will you arrive
atthe office?
● Do you work

inan office?
● I have a meeting

inNew York.
● Do you live

inJapan?
● Jupiter is

inthe Solar System.
● The author's name is

onthe cover of the book.
● There are no prices

onthis menu.
● You are standing

onmy foot.
● There was a "no smoking" sign

on
the wall.
● I live

onthe 7th floor

at21 Oxford Street

inLondon.
Notice the use of the prepositions of place
,
at
inand

onin these standard expressions:
at in on
at home in a car on a bus
at work in a taxi on a train
at school in a helicopter on a plane
at university in a boat on a ship
at college in a lift (elevator) on a bicycle, on a motorbike
at the top in the newspaper on a horse, on an elephant
at the bottom in the sky on the radio, on television
at the side in a row on the left, on the right
at reception on the way
at 1 Constellation Street In a submarine on Elm Street
at Church In a rocking chair on Oxford Street
at the prison (visiting his friend) in jail/prison (serving sentence)
in school (studying, listening to teacher, etc.)
in the
school (building)
in jail/prison (staying there as a criminal)
In the jail/prison (temporary)
in church (praying, listening to a sermon, etc.)
In the church (building)
IN
● Continent
● Country
● State, City, District, County
● Building
● Room
● World
● Universe, Galaxy, Sea, Ocean
ON
● Street
● Floor of a building
● Earth
AT
Address (We are at 1 Constellation Street)
SET EXPRESSIONS
IN
● in a book, magazine, newspaper
● in charge of
● in common with
● in danger of
● in detail
● in existence
● in front of
● in general
● in the past, future
● in row
● in style, fashion
● in theory
ON
● on a bus, train, plane, ship
● on fire
● on the other hand
● on purpose
● on the radio, or television
● on the whole
● on top of
AT
● at best, at worst
● at first, at last
● at once
● at the peak of
● at present
● at the moment
● at birth
● at death
● at random
● at the side of
SET EXPRESSIONS
BY
● Used with forms of communication and transportation
o car, plane, phone, express mail
● Used with gerunds to show how an action happened (verb + ing)
o She learned to dance by watching her favorite star
.
● by chance
● by far
● by accident (opposite expression: “ON purpose”)
● by hand
WITH
● Indicates accompaniment or possession ( without
indicates the opposite relationship)
o Mel came with her friend .
o … a room with a view .
● without
Instrument was used, disposition, or attitude ( indicates the opposite relationship)
o … opened the door with a key.
o With great care, she gave the baby a bath.
FOR
● for example
● for free
● for now
● for <noun> (“to get or achieve”)
o I shopped for clothes .
o I prayed for world peace.
ADJECTIVES / PARTICIPLES
+TO
● acceptable to
● accustomed to
● close to
● contrary to
● equal to
● essential to
+FOR
● adequate for
● eligible for
● essential for
● famous for
+OF
● afraid of
● aware of
● capable of
● characteristic of
● composed of
● consists of

FOCUS SOUNDS
/b/, /v/, /j/ and /y/
/b/, /v/,
sounds
● Both are voiced sounds. When making the / b/ sound, the lips make a kissing motion. Bite the bottom
lip when making the / v/ sound.
Words and Phrases
● B oy, La b
,
V ideo, Fi ve
● B y the b
ank
● The boy was bad
● B ehind the venue
● The vase has value
Sentences
● The boy broke his bat.
● We sat on a bench b y the bank.
● V ictor keeps his v
aluables in a vault.
● Do I need a visa to v isit the Vatican?
Tongue Twisters
● The big
black bug bit the brown bear's b ack.
● B ob's b
ike brake b
roke b
y the vacant villa.
● The very big V iking was v
ictorious o ver the v
illain.
/j/, /y/
sounds
● These are both voiced sounds. These sounds are often switched.
● The American /j/ is a blended sound. The tongue starts in a position similar to the /d/ (as in dog).
Words and Phrases
● J oke, Jello, Y es, Y
ellow
● J olly j
oker
● J ourney before J
une
● Y awning Yaks
● Y ellow yacht
Sentences
● J ohnny drank his j
uice out of the j
ug.
● The j
azz musicians j
oined the j
am session near the j
uke box.
● Y es, you are yelling at me.
● Y esterday, we practiced yoga in the yard.
Tongue Twisters
● Y ellow yarn makes me yawn and y
ell.
● J ack j
umped jovially around J
ill's
yard.
● The j
udge j
udged the j
ury before the j
ury j
udged him.
and
/S/, /Z/, /tain/
and
/s/ /z/
sounds
● The /s/ sound is unvoiced .
● The /z/ sound is voiced.
Words
● Sun
● Miss
● Zebra
● Lazy
● Raise
Phrases
● Seaside shore
● Several stars in the sky
● Zoom lens
● Zigzag road
Sentences
● I used a telescope to search the stars for a science project.
● Zach took many pictures of zebras at the zoo.
● Zip and zilch are slang words for zero, not zillion.
● Susan saved her money for a new scarf.
Tongue Twisters
● We s
urely shall see the sun shine soon.
● Z oo zebras zig and zealous z
ebras zag.
● S even slim s
kiers s
lid
slowly down the s
lope.
main
/ tain/
● The stress is on the 2nd syllable…aspirate the T and pronounce the vowel as “eyn”
● Examples:
o attain, pertain, ascertain
/moun tain/
(glottal stop for T or TT)
● The stress is on the 1st syllable
● “tain” becomes a schwa sound with the T aspirated
● Note: Most Americans would pronounce this word differently.
● You SWALLOW the rest of the sound AFTER the T
(drop the e)
● Examples: ma u̇ ntn (mountain), britn (Britain); forgotn (forgotten); butn (button); kitten, mitten, cotton,
fountain, certain, sentence, garden
Phrases and Sentences:
● One ton, tain t the moun tain, maintain course again
● He was cer tain they could climb the moun tain
.
● It is necessary to sus tain growth in order to re tain market share.
● The foun tain has not been main tained for years.
● It takes a ton of energy to at tain
maximum productivity.
Tongue Twisters
● We are cer tain to main tain course near the moun tain.
● Sue sus tain s cer tain momentum near the foun tain.
● If we retrain our employees, we will re tain
them and at tain our goals.
/T/
• For Ts at the beginning of a stressed syllable
• In between VOWELS, (flap the T)
• Words that end with a T
Top of the Stairs
Aspirate the T (puff of /t/ is stronger at the beginning of the word)
• Top
• Tan
• Italian
• Interest (int’rest)
Middle of the Stairs
Flap the T
• Later
• Letter
• Butter
• Better
• Total
• Words (suffixes) ending in –tic, tal, ty (static, fanatic, recital, rebuttal, pretty, beauty, gratuity, etc.)
(Exceptions: tary, tory, tate, e.g., depository, mandatory, derogatory, purgatory, secretary,
military, laboratory, imitate, hesitate)
Bottom of the Stairs (glottal stop)
Step on the brakes and hold your T (puff of /t/ is weaker at the end of the word)
• Hot, Spot, Cot, Mat, Fat, Cat
Silent T (drop/omit the \t\ for fast and informal speech)
• When you have an n BEFORE a drop the
T, T sound. Examples:
• international, internet, enter, entertain, center, printer, dentist, twenty, seventy, ninety, fantasy,
dental, incidental, identical, identity, county, frontal, quantity, intermittent, interference, winter,
momentum, Atlanta
• Except with fantastic, frontier, maintain, intimate, intimidate, internal, intern, interest, talented,
commented, guarantee, warranty
• Let’s Try Some Examples
• Ho t Spo t
– (bottom of the staircase)
• Some ACEsamples
• The t
wo t
wins were in t
rouble. (top of staircase)
Let’s Test our Tongue!
• Twelve t
wins t
wirled
t
welve twigs.
/f/
• The lower lip raises up and the inside of your lip very lightly touches the outside of your upper teeth, and
you make a slight hissing sound
• This sound is voiceless.
/p/
• The /p/ uses both lips and make a popping sound
• When you put your hand in front of your mouth, and air is coming out, then you’re doing it right.
• This sound is also voiceless.
Let’s Say it Right!
focus, phone, feel, post, if, coffee, fifth, pout, port, progress, fast, copper, map, past, provide, please,
feast, flaps ,print, file
It’s ACESentence
• Tiny purple f
ishes bite your fingers.
• The pilot lowered the air p
lane's f
la
p
s
prior to

de p
arture.
• Please place your name on the page for f
uture re f
erence.
• For days, Pete f
orgot to p
re
p are for his f
inal exam.
Tongue Twisters
• Peter Piper picked a
peck of p
ickled peppers. A peck of pickled peppers Peter Piper picked. If Peter
Piper picked a peck of pickled peppers, where’s the peck of pickled peppers Peter Piper picked?
/th/
• Stick out your tongue (tip most part)
• Blow air out
Words, Phrases and Sentences
• Th ursday (voiceless).
• Th ese (voiced).
• Th ankless th ugs
• Th is
that these and those
• Th ursday I'll redecorate the theater.
• Th ese and th ose are th
eirs.
• Th ailand (silent h)
Tongue Twister
• I
thought a th ought, but the th ought I thought I th
ought, wasn't the th
ought I
th
ought.
• Th ey want th ose rather
th
an th
ese.
Omission of \t\
Group 1
In some words, we always omit (leave out) the \t\.
bustle
Christmas
hustle
mistletoe
whistle
wrestle
Group 2
In fast, informal speech we sometimes omit the \t\ in the prefix “inter“ (and words with “nt” which is in between
vowel sounds). The /t/ sound deletes after a stressed syllable with an nt sequence. A stressed syllable followed
by an /nt/ sequence causes the /t/ deletion.
accidental
accounting (not accountant/accountancy)
advantage
antibiotic
Atlanta
authentic
cantaloupe
center
centerpiece/centerfold
centigrade
centimeter
contemplate
county
dentist
documentary
elementary
encounter
enter
enterprise
entertain/entertainment
environmental
fantasy
gentlemen
hunter
identify/identification
identity
incentive
Interactive/interaction
interim
intermediate
international
internet
interstate
interval
intervene/intervention
interview
mental
ninety
oriental
painter
panty
parental
pentagon
percentage
phantom
plaintiff
presenting
printer
quantity
rental
representative
romantic
Sacramento
sentimental
seventy
splinter
sprinter
supplemented
tainted
twenty
wanted
winter
This antibiotic interacts with the drug.
The plaintiff wanted a new accountant.
A fantasy of mine is to travel in the winter.
Did Debra print off her identification?
Administrators authenticate accounts.
Group 3
In fast, informal speech we sometimes omit the \t\ in the a consonant group at the end of a word
accepts
acts
lifts
rests*
tests*
Group 4
In fast and informal speech we sometimes omit the \t\ when the ending of one word and the beginning of another
form a consonant group.
She kept sh
opping.
wor
st j
oke
best pets
worst job
*lengthen the final s
http://www.youtube.com/watch?v=bpYCo23tTpo&feature=mfu_in_order&list=UL
True T and Flap T
Group 1 (The flap T is in between vowel sounds)
biting, waiting, heated, invited
ɚ
Group 2 (The flap T with ȯ
schwa, ,
ä
+ r sound either before it, after it, or both before and after it)
artist, hearty, thirty, forty, party (before)
daughter, waiter, water (after)
quarter, martyr, barter, smarter (both before and after)
Group 3 (The flap T is written/spelled with the double T)
batter, bitter, butter, latter, letter, lettuce, litter, ditto, kitty, motto, grotto, lotto
ә
Group 4 (The flap T is before \l\
)
battle, bottle, hospital, little, mortal, settle
Group 5 (The flap T between words)
I bough t
a
CD of lessons.
I
t
’l
l be useful.
Where did you pu t i
t?
nowhe(re) t
o hide
tried (t)o
about to
need to
out of
ought to
Identify the word with a flap T
hotel bottle
1. tattoo photo
2. Peter petite
3. fatter faster
Identify the flap T in the words below:
● au
t
oma
t
ic, mentali
t
y, pota
t
o, star
t
ing, to
t
al
Two pronunciations of T’s: flap and true
bitter, little, winter, temperatures, terrible, return, storm, try, today
A lot o
f families los lectrici
t e t
y today.
http://www.youtube.com/watch?v=bpYCo23tTpo&feature=mfu_in_order&list=UL
Exceptions: (tary, tory, e.g., depository, purgatory, secretary, military, laboratory)
T or TT as a Glottal Stop
How to make the glottal
● Stop the airflow in your throat. (Some people compare it to hiccups.)
● Try holding your breath not with your lips or tongue, but with your throat muscles.
● Then release the air by relaxing your throat muscles.
Group 1 (Common Expressions)
Uhoh. Expression of surprise
Uhuh. Informal for NO.
Uh, uh, uh! Informal warning or reprimand.
ә
Group 2 (before \n\)
mountain, button, curtain, cotton, fountain, important, certain, mitten, straighten, sentence, hidden, eaten,
beaten, forgotten, written, garden, guidance, frighten, tighten, titan, brighten, acquaintance, importance,
remittance, student, present, sudden, continental, continent, accountant, Norton, Clinton, Milton, Trenton, kitten,
mitten, competent, consistent
Group 3 (final \t\)
I can’t
. >At the end of a statement
If you find i
t
, call me. >Before a pause
Le t
me know. >Before a consonant sound (get ready, not now, at school/work, at least, right now)
Note
: A final /t/ isn’t always a glottal stop! A final /t/ can be a true /t/ without a strong puff of air.
http://www.youtube.com/watch?v=edxwQK1zBxw
Remember : The flap \t\ and the glottal stop are typical of everyday American speech. BUT if you’re having
difficulty making these sounds, just use a true \t\. It’s best to be clear and understood.
(http://en.wikipedia.org/wiki/Tglottalization )
http://grammar.about.com/od/fh/g/glottalstopterm.htm

For fast and informal speech, consider the following guidelines:
When 3 or more consonants are clustered together, one of the sounds is often dropped
windmill
strands
In the words above the d can be dropped.
asked
risked
In the words above the k can be dropped.
exactly
texts
In the words above the t can be dropped.
More examples:
trends
trusts
sounds
kindness
shiftless
listless
Occasionally th may either be dropped or changed
clothes
3/4 (threefourths)
months
7/8
9/10
Practice:
1. Do you need any new clothes?
2. Jake has been feeling restless lately.
3. You asked me a little too late.
4. Tragedy brings out human kindness.
5. Your texts are in the bookstore.
6. Most young people like to follow trends.
7. Norm risked everything for his family.
8. Ohh, chocolate ice cream sounds good!
9. I know exactly what you mean.
10. He trusts his hands to do the work properly.
=========================================================
Other practice words
Geographic Places:
Des Moines
Edinburgh
Plymouth
Portsmouth
Ottawa
Toronto
Newfoundland
Connecticut
Hoboken
Trenton
Arkansas
Atlanta
Tucson
Niagara
Gloucester
Nunavut
Schenectady
Poughkeepsie
Worcester
Barranquila/Barranquilla
Guayakill/Guayaquil
Ushuia/Ushuaia
Ottawah/Ottawa
Nunavutt/Nunavut
Sioux
Great Britain
Brisbane
Sacramento
Illinois
Cheyenne
Boise
Worcestershire
Missouri
Raleigh
Juneau
Wichita
Olathe
Baton Rouge
Lincoln
Topeka
Tallahassee
Hampshire
Hawaii
Roanoke
Willamette
Montpelier
Albany
Hartford
Louisville

differentiate
beneficiary
pronunciation
associate
speciality
********************************************
Accent Reduction Practice:
Whaddaya want? What do you want?
Whaddaya wanna do? What do you want to do?
Whadurya doing? (Whadaya doing?) What are you doing?
Cuman! Come on!
Wou’ja like a drink? Would you like a drink?
I coulda got/gotten an A. I could have got/gotten an A.
You should’nuv done that. You shouldn’t have done that!
Doncha wanna go? Don’t you want to go?
Why’ja do that? Why did you do that?
juh did you
How ja do that? How did you do that?
How ‘ya doin? How are you doing?
How y’all doin? How are you all doing?
Wanna want to + verb
Gonna going to + verb
Gotcha got you
Gotta have got to
Lemme Let me
Gimme Give me
Dunno don’t know
To, you, your, you’re, at, that, for, them, my, her
God’em got them
Tak’em take them
Giv ‘em give them
Look at me.
She looked at me.
Never, ever
god’it got it

Enunciation
Paragraph 1 i
: 
(sit), (seat)
One day, Pete’s niece went to the mountain peak, picked a deep pit, dipped herself under thick mud then
jumped unto the pitch of darkness where hill and hell meet. Her death sounded wicked for the weakhearted
people like Pete. Investigation revealed that Pete’s niece went mad because she mills all day and skips meals.
People will surely miss her especially her feet fit for running.
Paragraph 2: 

(cat), 
(caught), (cut)
Out in the pasture the nature watcher watches the catcher while the catcher watches the pitcher who pitches the
balls. Whether the temperature’s up or whether the temperature’s down, the nature watcher, the catcher and the
pitcher are always around. The pitcher pitches, the catcher catches and the watcher watches.
Nature watcher: Out in the pasture the nature watcher watches the catcher. While the catcher watches the
pitcher who pitches the balls. Whether the temperature's up or whether the temperature's down, the nature
watcher, the catcher and the pitcher are always around. The pitcher pitches, the catcher catches and the
watcher watches. So whether the temperature's rises or whether the temperature falls the nature watcher just
watches the catcher who's watching the pitcher who's watching the balls.
by Sharon Johnson
Paragraph 3:
th (thin), TH (they)
Something in a thirtyacre thermal thicket of thorns and thistles thumped and thundered threatening the threeD
thoughts of Matthew the thug – although, theatrically (theoretically), it was only the thirteenthousand thistles and
thorns through the underneath of his thigh that the thirty year old thug thought of that morning.
Paragraph 4: b
v
(boy), (vault)
Very Berry and Bubbly Ver
Berry is called “Very Berry” because he is considered the best bet for a vet and brightest baseball veteran in the
big country of Belgium. Aside from spending time with bunnies, very Berry is also fond of baseball bats and
balls. His villa has a basement with a vault full of balls. Very Berry is fond of collecting bats in a vat. He and his
best buddy bubbly Ver bowed their vow never vie to buy baseball bats and balls anymore. Very Berry and
bubbly Ver did try to ban the van selling bats and balls to boys. They shifted their attention from buying baseball
bats to bingeing on beer so every time the banned van visits their vicinity, very Berry and his best buddy bubbly
Ver would veer away and buy beer instead. However, very Berry and bubbly Ver realized that beer is vile for the
body’s bile production. So, they decided to run after the banned van and buy baseball bats instead of binge on
beer. Very Berry and bubbly Ver were never happier.
The Vile File
I put some vile bile in a file and labeled it the vile bile file.
I asked the secretary to work on the vile file for a while.
Berries
“Berries vary very much,” said the very berry fairy. “Beware of where you pick your berries, as you must be wary
of every berry.
The Vest Fest
One should wear one’s best vest for the fest. In other words, one should wear one’s best fest vest.
Paragraph 5:

p
(past) &
f
(fast)
There was a fisherman named Fisher who fished for some fish in a fissure. Till a fish with a grin, pulled the
fisherman in. Now they’re fishing the fissure for Fisher.
I’m not a fig plucker nor a fig plucker’s son, but I’ll pluck your figs till the fig plucker comes.
A proper cup of coffee is a proper coffee cup.
Paragraph 6:

THE TRAGEDY OF PETE’S NIECE
Pete’s niece loves to eat seed coated with thick cheese while she sits on a heated bench and sings with her little
string. This kid who once bit the cheek of a hot chick because she thought she was seeing a roasted chicken
also licked the leaking faucet because she thought she had a beak and was drinking from a river. Pete has even
seen his niece peel sleeping pills because she wanted to use the powder.
Paragraph 7:

PIPPY’S LONG “e’s”
Pippy was incorrigible. She shrieked as she stitched sheets. Her days at the academy were full of mischief and
folly. Her speeches in the refectory made us feel like having deep sighs or weeping or screaming or heaping
weird and eerie contortions and immediately pleading: “Pippy, please repeat,” when we heard open “e’s” so
meanly treated. One day, she stood up and declared, “it grieves me so dearly to sweep the piece of
greencheese; to greet so queerly and to sweep the street with such unseemly zeal.” Overcoming your long “e’s”
is definitely easier than reinventing the wheel.
People who pick seeds weekly seem to need to appear deep in order to be distinguished from mere pea pickers.
Peter, a champion peak picker though he’d be even neater if he was the deepest peak picker in Peoria, Phoenix
and New Zealand. On his peak peakpicking week though, Peter, a peak picker’s best peak picker, realized that
he was not deep. This is not easy for a peak picker to admit and it pitched Peter into a pit of peak picking
despair. He was pitiful for six weeks and then lifted himself to hitherto unrevealed personal peaks.
Paragraph 8:
THE TAN MAN
A fashionably tan man sat casually at the bat stand, lashing a handful of practice bats. The manager, a crabby
old bag of bones, passed by and laughed, “You’re about average, Jack. Can’t you lash faster than that? Jack
had enough, so he clambered to his feet and lashed bats faster than any man had ever lashed bats. As a matter
of fact, he lashed bats so fast than he seemed to dance. The manager was aghast. “Jack, you’re a master bat
lasher!” he gasped. Satisfied at last, Jack sat back and never lashed another bat.
Paragraph 9:
/th/
The throng of thermometers from the Thuringian Thermometer folks arrived Thursday. There were a thousand
thirtythree thick thermometers, though, instead of a thousand thirtysix thin thermometers, which was three
thermometers fewer than the thousand thirtysix we were expecting, not to mention that they were thick ones
rather than thin ones. We thoroughly thought that we had ordered a thousand thirtysix, not a thousand
thirtythree thermometers and asked the Thuringian Thermometer folks to reship the thermometers; thin, not
thick. They apologized for sending only a thousand thirtythree thermometers rather than a thousand thirtysix
and promised to replace the thick thermometers with thin thermometers.
Whether the weather: Whether the weather be fine, or whether the weather be not. Whether the weather be
cold, or whether the weather be hot. We'll weather the weather whether we like it or not.
Paragraph 10:
/u/
Stan, a sturdy surly sergeant from Cisco, Texas, who graduated from Stanford University saw a stocky sailor sit
silently on a small seat reserved for youngsters. He stayed for several minutes, while tots swarmed around.
Stan asked the stocky sailor to cease and desist but he sneered in his face. Stan was so incensed that he
considered it sufficient incentive to sock the stocky sailor. The sailor stood there for a second, astonished, and
then strode away. Stan was perplexed, but satisfied, and tots scampered like ants over to the seesaw and
played his favorite sports, swimming.
The Surly Sergeant and the Insolent Sailor
Sam, a surly sergeant from Cisco, Texas, saw a sailor sit silently on a small seat reserved for youngsters. He
stayed for several minutes, while tots swarmed around. Sam asked the sailor to cease and desist but he
sneered in his face. Sam was so incensed that he considered it sufficient incentive to sock the sailor. The sailor
stood there for a second, astonished, and then strolled away. Sam was satisfied and the silly tots scampered
like ants to the seesaw.
Paragraph 11:
WHAT MUST THE SUN ABOVE WONDER ABOUT
Some pundits proposed that the sun wonders unnecessarily about sundry and assorted conundrums. One
cannot but speculate what can come of their proposal. It wasn’t enough to trouble us, but it was done so
underhandedly that hundreds of sun lovers rushed to the defense of their beloved sun. None of these was
relevant on Monday, however, when the sun burned up the entire country.
Paragraph 12:
ä
[ 
, ]
John was not sorry when the boss called off the walks in the gardens. Obviously, to him, it was awfully hot, and
the walks were far too long. He had not thought that walking would have caught on the way it did, and he fought
the policy from the onset. At first, he thought he could talk it over at the law office and have it quashed, but a
small obstacle halted that thought. The top lawyers always bought coffee at the shop across the lawn and they
didn’t want to shop on John’s account. John’s problem was not office politics, but office policy. He resolved the
problem by bombing the garden.
Paragraph 13:
THE VILE VIP
When revising his visitor’s plan for a very wellpaved avenue, the VIP was advised to reveal none of his motives.
Eventually, however, the hapless visitor discovered his knavish views and confided that it was vital to review the
plans to get there to avoid a conflict. The VIP was not convinced and averred that he would have it vetoed by
the vicepresident. This quite vexed the visitor who then vowed to invent an indestructible paving compound in
order to avenge his good name. The VIP found himself on the verge of a civil war with the visitor with whom he
had previously conversed easily. It was only due to his insufferable vanity that the inevitable division arrived as
soon as it did. Never again did the visitor converse with the vain VIP and remained divided forever.
Perry and his Pet Paul
Perry, a fat pink fairy who lives in Fantasyland, and his pet Paul, a pig that is frighteningly full of fur, went to visit
Perry’s paternal grandfather fairy. The grandfather fairy was praying when fat pink Perry and furry Paul arrived.
Fat pink Perry noticed a pail on a plank parallel to grandfather fairy’s favorite praying position. He pulled the pail
that was full of paint but the pail fell on grandfather fairy’s frayed feathery pants. Fat pink Perry and furry Paul
were full of fright when grandfather fairy stood and pushed the pail away. Grandfather fairy’s face frowned and
pointed his finger towards the pale pink pantry. The frightened fat pink Perry proceeded only to find out that
grandfather fairy was pretending to be praying. Fat pink Perry’s family was all there. Papa Frey, fat pink Perry’s
father, hugged fat pink Perry and greeted him “Happy Fourth Birthday”. Fat pink Perry was no longer frightened.
Fat pink Perry was so pleased to find out that his family was there to party with him on his funfilled fourth
birthday!
The Zen Zebra
One lazy Thursday at the zoo, I found zebras grazing on zinnias, posing for pictures, and teasing the zookeeper,
whose nose was bronzed by the sun. The most zealous zebra’s name was Zachary, but his friends call him
Zack. Zack was a confused zebra, whose zeal for reason caused his cousins, who were naturally unreasonable,
to pause in their conversations. While they browsed, he philosophized. As they grazed, he practiced Zen.
Because they were Zack’s cousins, the zebras said nothing, but they wished he would muzzle himself at times.
==========================
On a hot spot, one sunny Sunday afternoon, Ben bikes between two big black buildings with a big blue box
behind his back. Ben stops at Starbucks, buying two cups for his bald bad brother named Jack and saw his
sister Suzie sitting in a shoe shine shop where she sits, she shines, where she shines, she sits.
==========================
Those three thin teenagers are wearing tiny thongs. They took turns doing their thing in the toilet. A funny thing

happened, because four fat friends followed those three thin teenagers. And they watched them do their thing as
they play with their things as well.
==========================
There are thousand words in a book, just look. You can name one and have some fun. Teach me a few and I’ll

thank you. Teach me none and I’ll have a bad time. I’m sorry but the words just won’t rhyme.
The Top Stocks
As a broad policy regarding commerce, shoppers’ confidence is the start of the market. The top stocks lost a lot
of polish in the commodities market. The economy dropped, as jobs were lost to layoffs. As we all know, the
cost of a product is a small part of its overall cost. Although shoppers bought a lot in March, they also borrowed
a lot in August and October. It’s not a long shot; the top stocks are here to stay.
Bilbo’s Hope to Elope
Bilbo Oboe, a former hobo but now broke owner of an ochre oak boat, sought to elope with Lolita, the daughter
of Mrs. Soho, who owns the most coats on the Gold Coast. Lola, the older Soho, has been known to loathe the
lowly boat owner, and so upon knowing of their hope to elope, wrote: “Dear Mr. Oboe, You must know and take
note that you will never get my ‘vote’. Frankly, I’d rather that Lolita marry a cloaked goat than forever soak in
you joke of a boat of ochre oak. Loathingly yours, Lola.”
Groovy Lou’s Good Food
Groovy Lou’s good food has long been the envy of fools in a school near a zoo. It’s actually a soup cooked with
mashed bamboo wood. Yesterday, Groovy Lou put his hood on a stool. He then shook the loose cookie inside
his boot and wore his cool and smooth woolen coat. Then, he ate his food and read a book about how a balloon
could reach the moon sooner than a poor witch on a flying broom.
The fools planned to take Groovy Lou’s good food. That same afternoon, the fools mooed like cows in the zoo.

They also let a goose loose on the roof of the school. Groovy Lou took his book, stood from his nook, left his
good food and went out of the room to check out what was happening.
The fools grabbed the chance to go in and devour Groovy Lou’s good food. To their surprise, it tasted like a
bloody root taken from a brook. The school laughed at the foolish group. As punishment, the principal made
them dip their feet into a pool of goo for a good two hours.
Peter Piper picked a peck of pickled peppers. A peck of pickled peppers Peter Piper picked. If Peter Piper
picked a peck of pickled peppers, where's the peck of pickled peppers Peter Piper picked?
She sells seashells by the seashore. The shells she sells are surely seashells. So if she sells shells on the
seashore, I’m sure she sells seashore shells.
How much wood would a woodchuck chuck if a woodchuck could chuck wood? He would chuck, he would, as
much wood as he could, and chuck as much wood as a woodchuck would chuck if a woodchuck could chuck
wood.
A Tudor who tooted a flute
Tried to tutor two tooters to toot.
Said the two to their tutor,
Is it harder to toot –
Or to tutor two tooters to toot?
A Tudor who tooted a flute
Tried to tutor two tooters to toot.
Said the two to their tutor,
"Is it harder to toot
Or to tutor two tooters to toot?"
Whether the weather is cold,
Whether the weather is hot,
We’ll weather the weather, whatever the weather,
Whether we like it or not.
The sixth sick Sheik’s sixth sheep’s sick.
To sit in
solemn silence in a dull, dark dock,
In a pestilential prison, with a lifelong lock,
Awaiting the sensation of a short, sharp shock,
From a cheap and chippy chopper on a big black block!
To sit in solemn silence in a dull, dark dock,
In a pestilential prison, with a lifelong lock,
Awaiting the sensation of a short, sharp shock,
A dull, dark dock, a lifelong lock,
A short, sharp shock, a big black block!
To sit in solemn silence in a pestilential prison,
And awaiting the sensation
=====================
have
have [stressed, hav unstressed, həv, əv]
(
past and past participle
had
[stressed, had unstressed, həd, əd]
,
present participle
hav·ing
,
3rd person present singular
has
[stressed, haz unstressed, həz, əz] ) CORE MEANING: a verb indicating that somebody possesses something, either materially or as
a characteristic or attribute
● She has a small cottage in the country.
● He has beautiful eyes.
1. transitive verb
own something: to be the owner or possessor of something

I don't have a lot of money.
2. transitive verb
possess characteristic: to be the possessor of a quality or characteristic

She had long blond hair.
3. auxiliary verb
forms perfect tenses: used to form the following tenses or aspects: the present perfect, the past perfect, the future perfect,
and the continuous forms of these (
used before the past participle of a verb or at the beginning of a question, or with "got" to
indicate possession )

I have finished my dinner, thank you.

Have you finished yet?

I have got a new car.
4. modal verb
expresses compulsion: expresses compulsion, obligation, or necessity

We have to go now.

said he'd do it if he had to
5. modal verb
expresses certainty: expresses conviction or certainty

There just has to be a solution to the problem.
6. transitive verb
receive something: to receive or obtain something

I had a Christmas card from him.
7. transitive verb
eat something: to eat or drink something

We have breakfast at eight.
8. transitive verb
think of something: to think of something, or hold something in the mind

Listen! I have a good idea.
9. transitive verb
experience something: to experience or undergo something

He went to the carnival to have a good time.

I had a shock.
10. transitive verb
be affected by something: to be affected by something, especially something of a medical nature

I've had the flu for the last week.
11. transitive verb
engage in something: to engage or participate in something

They had a long talk about cars.
12. transitive verb
arrange something: to organize or arrange something

We had a party last week.
13. transitive verb
arrange for something to be done:
to arrange for somebody to do something for you or on your behalf

I've just had my hair cut.
14. transitive verb
tolerate something: usually used in negative statements
to tolerate or put up with something ( )

I won't have such behavior any longer!
15. transitive verb
receive somebody: to receive somebody as a guest

We had Mother to stay over Christmas.
16. transitive verb
bring child into existence: to be the parent of a child, or conceive, carry, or give birth to a child

She's had three children and now she's having another one.
17. transitive verb
put somebody or something somewhere: to put or place somebody or something in a particular place

I'll have you two in the front row, please.

I'll have the desk over there.
18. transitive verb
undergo something: to be the victim of an unpleasant action or experience

I had my car stolen.
19. transitive verb
make something happen: to direct or cause somebody to do something, or cause something to happen

If you see him tomorrow, have him call me.
20. transitive verb
cheat somebody: slang
to cheat or outwit somebody ( usually passive
) ( )

I think you've been had in this deal.
[Old English habban < IndoEuropean, "grasp"]

have done with something to finish with something
● Let's put everything else in this box and have done with it.
have had it
1. to have no prospect of success
● We've had it now.
2. to be too worn out, damaged, or exhausted to function properly ( informal
)
● I'm afraid this printer has just about had it.
● I've had it you go on, I'm turning back.
have had it with somebody or
something o r
to have lost patience with somebody something
● I've had it with delays.
have it to declare or assert something
● Rumor has it that they are planning to get engaged.
have it in for somebody to dislike somebody and want to do that person harm
have it out (with somebody) to engage in a spirited, aggressive argument over an issue with somebody
● OK, let's have it out now and get this settled once and for all.
have something on somebody to have unfavorable information about somebody's activities
have to do with
1. to be relevant to
● Does your question have anything to do with the topic under discussion?
2. to have a friendship or relationship with
● She will have nothing to do with him anymore.
have what it takes to have the necessary skills, personality, or attitude to be successful at something
● He doesn't really have what it takes to be a professional actor.
not having any (of something) refusing to take part or become involved in something
● They tried to involve him in the conspiracy, but it soon became clear that he wasn't having any.
See do
=============================================
Main Entry: have
Pronunciation: ”hav, (h)”v, v; in “have to” meaning “must” usually “haf
Function:verb
\
Inflected Form:had \
”had, (h)”d, d \
; having \
”havi” \
; has ”haz, (h)”z, z, s; in “has to” meaning “must” usually “has\
Etymology:Middle English, from Old English habban; akin to Old High German hab”n to have, and perhaps to hevan to lift more at
HEAVE
Date: before 12th century
transitive senses
1 a: to hold or maintain as a possession, privilege, or entitlement “they have a new car” “I have my rights” b: to hold in one's use,
service, regard, or at one's disposal “the group will have enough tickets for everyone” “we don't have time to stay” c: to hold, include, or
contain as a part or whole “the car has power brakes” “April has 30 days”
2: to feel obligation in regard to usually used with an infinitive with to “we have things to do” “have a deadline to meet”
3: to stand in a certain relationship to “has three fine children” “we will have the wind at our backs”
4 a: to acquire or get possession of: OBTAIN “these shoes are the best to be had” b: RECEIVE “had news” c: ACCEPT; specifically :
to accept in marriage d: to copulate with
5 a: to be marked or characterized by (a quality, attribute, or faculty) “both have red hair” “has a way with words” b: EXHIBIT, SHOW
“had the gall to refuse” c: USE, EXERCISE “have mercy on us”
6 a: to experience especially by submitting to, undergoing, or suffering “I have a cold” b: to make the effort to perform (an action) or
engage in (an activity) “have a look at that cut” c: to entertain in the mind “have an opinion”
7 a: to cause or command to do something used with the infinitive without to “have the children stay” b: to cause to be in a certain
place or state “has people around at all times”
8: ALLOW “we'll have no more of that”
9: to be competent in “has only a little French”
10 a: to hold in a position of disadvantage or certain defeat “we have him now” b: to take advantage of: TRICK, FOOL “been had by a
partner”
11: BEGET, BEAR “have a baby”
12: to partake of “have dinner” “have a smoke”
13: BRIBE, SUBORN “can be had for a price”
verbal auxiliary
1: used with the past participle to form the present perfect, past perfect, or future perfect “has gone home” “had already eaten” “will have
finished dinner by then”
2: to be compelled, obliged, or required used with an infinitive with to or to alone “we had to go” “do what you have to” “it has to be said”
had better or had best: would be wise to
● have at: to go at or deal with: ATTACK
● have coming: to deserve or merit what one gets, benefits by, or suffers “he had that coming”
● have done: FINISH, STOP
● have done with: to bring to an end: have no further concern with “let us have done with namecalling”
have had it 1: to have had or have done all one is going to be allowed to 2: to have experienced, endured, or suffered all one can
● have it: ASSERT, CLAIM “rumor has it that he was drunk”
● have it in for: to intend to do harm to
● have it out: to settle a matter of contention by discussion or a fight
● have none of: to refuse to have anything to do with
● have one's eye on 1 a: to look at b: to watch constantly and attentively 2: to have as an objective
● have to do with 1: to deal with “the story has to do with real people Alice M. Jordan” 2: to have a specified relationship with
or effect on “the size of the brain has nothing to do with intelligence Ruth Benedict”
==============================================
get
get [get]
past
( got ,
[got] past participle [got] or
got got∙ten ,
[gótt'n] present participle ,
get∙ting 3rd person present singular
gets
) CORE
MEANING: a verb indicating that somebody obtains, receives, earns, or is given something. It is often used instead of more formal terms
such as "obtain" or "acquire."
● We're trying to ensure that our child gets a good education.
● Where will they get the money to buy the land?
1. intransitive verb
become: to become or begin to have a particular quality

When I get nervous, I get scared.
2. transitive verb
cause something to be done: to cause something to happen or be done

I must get the car cleaned.
3. transitive verb
bring something: to fetch or bring something

I'm going back to my apartment to get my watch.

I'll get your coat for you.
4. transitive verb
catch illness: to be affected by an illness or medical condition

He got chicken pox last year.
be in particular state: to enter or leave a particular state or condition

Get ready to leave in five minutes.
move somewhere: to succeed in moving or arriving somewhere

It was already midnight when we got home.
7. auxiliary verb
forms passives: used instead of "be" as an auxiliary verb to form passives

If you play with matches you will get burned.
8. transitive verb
prepare food: to prepare a meal

I'll get dinner tonight.
9. transitive verb
persuade somebody: to persuade somebody to do something

Colleagues had tried to get her to take a vacation.
10. transitive verb
use form of transportation: to take a particular form of transportation

I don't want to drive I'd rather get a plane.
11. transitive verb
obtain result: to obtain a result, e.g. by experiment or calculation

What's the answer? I get nine.
12. transitive verb
receive signal: to receive a broadcast signal such as a radio or television broadcast

I can't get Channel 5 with that antenna.
13. transitive verb
have time: to have the time or opportunity to do something

I'll fix it as soon as I get the time.
14. transitive verb
have idea: to have or receive an idea, impression, feeling, or benefit

You've got the wrong impression I'm not like that at all.

I get a lot of pleasure from his stories.
15. transitive verb
manage to see something:
to succeed in seeing something

get a closeup look
16. transitive verb
begin something: to begin doing something (informal
)

Let's get going we have to be there by eight.
17. transitive verb
manage something: informal
to manage or contrive something ( )

How did she get to be so famous?
18. transitive verb
understand something: informal
to hear or understand something, e.g. a joke or somebody's point ( )

What's that? I didn't get what you said.
19. transitive verb
irritate somebody: informal
to annoy or irritate somebody ( )

That high whining noise really gets me.
20. transitive verb
arrest somebody: informal
to arrest or capture somebody ( )

They got him just as he was running out of the bank.
21. transitive verb
hit somebody: informal
to hit somebody on the body ( )

The blow got him in the face.
22. transitive verb
have revenge on somebody: informal
to have revenge on somebody, especially by killing the person ( )

The heroes get Dracula in the end.
gain access: informal
to gain access to somebody with intent to bribe him or her ( )

I thought he was incorruptible, but they finally got to him.
leave: informal
to go away from a place or person ( often used in commands
) ( )

Now get!
25. transitive verb
conceive somebody: archaic
to beget or conceive somebody ( )
[13th century. < Old Norse geta
< IndoEuropean, "seize"]

get·able ,
adjective
get with it to become fashionable and responsive to new styles and ideas ( informal )
got or gotten?
Get is an overworked verb. It is better to use a more specific term in formal writing whenever you can. The past participles got and
gotten convey slightly different ideas. They have gotten an apartment in Boston means they have recently taken the apartment,
whereas They have got an apartment in Boston simply indicates that they have it. (There are those who would argue, with reason,
that in a sentence like this one got is redundant, and that have alone would do the job.) In informal usage, have got can also be
followed by an infinitive to denote obligation (I've got to go to the party means "I must"), whereas have gotten with an infinitive
denotes opportunity (I've gotten to go to the party means "I've been given the chance to attend").
The use of get instead of be to form the passive is more acceptable in some contexts than others: gets
The house is [or ] cleaned
once a week .
The exposition was [not got opened by the mayor
] . Get is usually more informal than be : an interviewer might ask an
interviewee If you are offered the job, will you accept it? whereas the interviewee might tell a friend, If I get offered the job, I'll take it.
Get is probably most acceptable when it is used to imply that the subject of the sentence bears at least some responsibility for an
event or action, as in If you play with matches, you may get burned as opposed to The driver of the vehicle was badly burned in the
crash .
Word Key: Synonyms
get ,
acquire ,
obtain ,
gain ,
procure ,
secure ,
CORE MEANING: to come into possession of something
get to obtain, receive, earn, or be given something;

He managed to get a job on a building site.
"The public will get a worse railroad for more money," he claimed. ( acquire to get possession of something, sometimes suggesting
that time or effort was involved;)

the knowledge, skills, and understanding that students are expected to acquire
He inherited some property and acquired more through marriage. ( obtain to get something, especially by making an effort or
having the necessary qualifications;)

The best results are obtained from watercolors.
Schools and colleges can obtain the documents from the relevant agencies.
gain to get something through effort, skill, or merit;

The candidate was steadily gaining more support.
Students are encouraged to become an intern to gain experience of the world of work. procure to get something, especially with
effort or special care;
He procured a copy of the book from the local library. secure to get something, especially after using considerable effort to
persuade somebody to grant or allow it;

Having just secured world rights for her first book, she's leading a life of leisure.

The team has secured lucrative support from two local firms.
=============================================================
Main Entry: get
Pronunciation: ”get, ““git
Function: verb
\
Inflected Form: got \
”g”t \
; got or gotten \
”g”t”n ; getting
Etymology: Middle English, from Old Norse geta to get, beget; akin to Old English bigietan to beget, Latin prehendere to seize, grasp,
Greek chandanein to hold, contain
Date: 13th century
transitive senses
1 a: to gain possession of b: to receive as a return: EARN “he got a bad reputation for carelessness”
2 a: to obtain by concession or entreaty “get your mother's permission to go” b: to become affected by (a disease or bodily condition):
CATCH “got measles from his sister”
3 a: to seek out and obtain “hoped to get dinner at the inn” b: to obtain and bring where wanted or needed “get a pencil from the desk”
4: BEGET
5 a: to cause to come or go “quickly got his luggage through customs” b: to cause to move “get it out of the house” c: to cause to be in
a certain position or condition “got his feet wet” d: to make ready: PREPARE “get breakfast”
6 a: to be subjected to “got a bad fall” b: to receive by way of punishment c: to suffer a specified injury to “got my nose broken”
7 a: to achieve as a result of military activity b: to obtain or receive by way of benefit or advantage “he got little for his trouble” “get the
better of an enemy”
8 a: SEIZE b: OVERCOME c: to have an emotional effect on “the final scene always gets me” d: IRRITATE “the delays were starting
to get her” e: PUZZLE f: to take vengeance on; specifically : KILL g: HIT
9: to prevail on: CAUSE “finally got them to tidy up their room”
10 a: HAVE used in the present perfect tense form with present meaning “I've got no money” b: to have as an obligation or necessity
used in the present perfect tense form with present meaning “you have got to come”
11 a: to find out by calculation “get the answer to a problem” b: MEMORIZE “got the verse by heart” c: HEAR d: UNDERSTAND
12: to establish communication with
13: to put out in baseball
14: DELIVER 6b “the car gets 20 miles to the gallon”
intransitive senses
1 a: to succeed in coming or going: to bring or move oneself “get away to the country” “got into the car” b: to reach or enter into a
certain condition “got to sleep after midnight” c: to make progress “hasn't gotten far with the essay”
2: to acquire wealth
3 a: to be able “never got to go to college” b: to come to be often used with following present participle “got talking about old times”
4 a: to succeed in becoming: BECOME “how to get clear of all the debts I owe Shakespeare” b: to become involved “people who get
into trouble with the law”
5: to leave immediately “told them to get”
verbal auxiliary used with the past participle of transitive verbs as a passive voice auxiliary “they got caught in the act”
● get a bead on: to gain a precise and telling knowledge or understanding of “got a bead on his motives”
● get after: to pursue with exhortation, reprimand, or attack
● get ahead: to achieve success “determined to get ahead in life”
● get a move on: HURRY
● get at 1: to reach effectively 2: to influence corruptly: BRIBE 3: to turn one's attention to 4: to try to prove or make clear
“what is he getting at”
● get away with: to avoid criticism or punishment for or the consequences of (as a reprehensible act)
● get cracking: to make a start: get going “ought to get cracking on that assignment”
● get even: to get revenge
● get even with: to repay in kind
● get going: to make a start
● get into: to become strongly involved with or deeply interested in
● get it: to receive a scolding or punishment
● get it on 1: to become enthusiastic, energetic, or excited 2: to engage in sexual intercourse
● get on: to produce an unfortunate effect on: UPSET “the noise got on my nerves”
● get one's act together 1: to put one's life, thoughts, or emotions in order: cease to be confused or misdirected 2: to begin to
function in a skillful or efficient manner “the company finally got its act together”
● get one's goat: to make one angry or annoyed
● get over 1 a: OVERCOME, SURMOUNT b: to recover from c: to reconcile oneself to: become accustomed to 2: to move
or travel across
● get somewhere: to be successful
● get there: to be successful
● get through: to reach the end of: COMPLETE
● get to 1 a: BEGIN “gets to worrying over nothing at all” b: to be ready to begin or deal with “I'll get to the accounts as soon as
I can” 2: to have an effect on: as a: INFLUENCE b: BOTHER
● get together 1: to bring together: ACCUMULATE 2: to come together: ASSEMBLE, MEET 3: to reach agreement
● get wind of: to become aware of
● get with it: to become alert or aware: show sophisticated consciousness
USAGE : The pronunciation \ \ has been noted as a feature of some British and American dialects since the 16th century. In the
”git
phonetic spelling of his own speech Benjamin Franklin records git. However, since at least 1687 some grammarians and teachers have
disapproved this pronunciation. It nonetheless remains in widespread and unpredictable use in many dialects, often, but not exclusively,
when get is a passive auxiliary (as in get married) or an imperative (as in get up!).
=========================================
make
make [mayk]
verb past and past participle
(
made
[mayd] present participle
,
mak·ing 3rd person present singular
,
makes )
1. transitive verb
do something:
used with a range of nouns to describe an action, where "make" is used rather than a more
specific verb

She made no effort whatsoever to pass her exams.
2. transitive verb

construct something: to assemble something from constituent parts

The exhibit contains items made out of recyclable materials.
3. transitive verb

manufacture something:
to manufacture something as a business

The company makes surgical instruments.
4. transitive verb

prepare something to eat or drink:
to prepare food or drink by mixing and usually cooking a number of
ingredients

Let's make soup.
5. transitive verb

show something by gesture:
to perform movements or gestures that show the form of something or signal
something

She made the signs for "I'll see you later."

He made a circular motion with his hands.
6. transitive verb

say something:
to say or deliver a statement or speech

He made an emotional speech about his parents' struggle to get ahead in a new country.
7. transitive verb

formulate something:
to form something in the mind

These politicians have made a commitment to try to solve the problem.
8. transitive verb

understand something: to comprehend the meaning or truth of something

I couldn't make anything of her last remark.
9. transitive verb

reckon something:
to reckon or estimate something

What time do you make it?
10. transitive verb

bring something about: to cause a condition or situation to arise or exist

The state made it illegal to sell fireworks.

Some people here have made this a personal issue.
11. transitive verb

change somebody or something: to transform somebody or something into something else

They made old clothes into patchwork quilts.
12. transitive verb

appoint somebody:
to appoint somebody to a particular role or position

She's made me her deputy.
13. transitive verb

provide something:
to provide something out of what already exists

Make room for one more.

Can you make change for a dollar?
14. transitive verb

cause somebody to act:
to cause somebody to do something or act in a particular way

I made him realize how wrong he'd been.

You made me lose my place.
15. transitive verb

force somebody to act:
to force somebody or something to do something or act in a particular way

You can't make me wear that dress.
16. transitive verb

be meant to be something: usually passive
to cause somebody or something to exist for a particular reason ( )

She was made to be a star.
17. transitive verb

earn money:
to earn or be paid a sum of money

He makes $50,000 from rental properties.
18. transitive verb

cause sound to be heard: to produce or give rise to a sound

She made a choking noise in her throat.
19. transitive verb

prepare something for use:
to arrange something properly for later use

He made the bed carefully.
20. transitive verb

schedule meeting:
to fix a meeting or time

Let's make a date for Friday.
21. transitive verb

SPORTS

score points:
to score a goal or points in a game

made a touchdown
22. transitive verb

represent something: to count as one in a series

That makes the third time he's lied to me.
23. transitive verb

total particular amount:
to amount to a total

Five and three make eight.
24. transitive verb

have necessary qualities for something:
to have the qualities required to be something

She'll make a very good doctor.
25. transitive verb

develop relationship:
to acquire a friend, enemy, or acquaintance

They made friends right away.
26. transitive verb

cause somebody to succeed:
to cause somebody to be successful, or cause something to seem successful

the novel that made her career
27. transitive verb

reach place:
to reach or arrive at a place

I'm not sure we can make the island in this boat.
28. transitive verb

be in time for something: to be in time to do something or for something to happen

We can make the 10:05 train if we hurry.
29. transitive verb

cover distance:
to travel a particular distance

They made only five miles a day on the ascent.
30. transitive verb
be included in something: to succeed in being included or mentioned in something

He made captain just last Saturday.

stories that never make the national news

signal intentions:
to act so as to indicate what is coming

They made as if to leave.
32. transitive verb

have sex with somebody: dated slang
to succeed in having sex with somebody ( )
33. transitive verb

BRIDGE

fulfill bridge contract:
to fulfill a contract in a game of bridge by winning the required number of tricks
34. transitive verb

CARD GAMES

win trick in cards:
to win a trick in a card game
35. transitive verb

ELECTRONICS

close circuit:
to close an electric circuit

AGRICULTURE

mature: refers to hay
to dry and mature ( )
noun plural
(
makes
)
1. brand: a brand of something such as an appliance, car, or machine

Specify the make and model of the car.
2. process and output:
the process of making something, or the amount or number made
3. identification: slang

the identification of somebody or something, usually made with the help of police records or information ( )

The police got a make on him from their records.
4. build or appearance: literary

the way that something has been made, or the size or shape it naturally has ( )

a woodland cabin of rustic make
[Old English macian < IndoEuropean, "kneading"]

mak·a·ble ,
adjective
have it made or
have got it made to be in a position to succeed at something without obstacles or serious problems ( informal
)
made for somebody or
something ideally suited to somebody or something
make do (with something) to use something that is an unsatisfactory substitute or temporary alternative for the real thing
make it
1. to be successful ( informal
)

You'll never make it as an actor.
2. to succeed in getting somewhere

We finally made it to the top of the hill.
3. to be able to attend

I can't make it to the party tonight.
make like to pretend or pretend to be ( informal)

She made like she was doing the breaststroke.

They played a game where they made like statues.
make nice (to or with somebody) to be conciliatory and often ingratiatingly friendly toward somebody ( informal
)
on the make
1. trying hard to gain a profit or advantage, especially using underhand or dishonest means ( informal
)
2. looking for or making efforts to persuade somebody to be a sexual partner ( slang)
Word Key: Synonyms
make ,
produce ,
create,
fashion
,
manufacture ,
CORE MEANING: to bring something into existence
make to bring something into existence;

It is possible to make artificial snow.
Both bottles are made from the same recyclable plastic.
produce to make something in large quantities or in a commercial setting;
There is little demand for goods produced at inefficient state factories.
create to make something using imagination and artistic
skill, or to cause something such as a job or opportunity to exist;

computer systems to design and create artwork ready for printing
a building project designed to create employment and training opportunities fashion to make something by shaping and working
raw materials, especially when using only the hands or handheld tools;
an exquisite rose fashioned from motherofpearl and spun gold manufacture to make something in large numbers, usually in a
factory using machinery;

a plant manufacturing synthetic rubber
========================================
Main Entry: make
Pronunciation:”m”k
Function: verb
\
Inflected Form:made ”m”d\
; making
Etymology:Middle English, from Old English macian; akin to Old High German mahh”n to prepare, make, Greek mag”nai to be kneaded,
Old Church Slavonic mazati to anoint, smear
Date:before 12th century
transitive senses
1 a obsolete : BEHAVE, ACT b: to seem to begin (an action) “made to go”
2 a: to cause to happen to or be experienced by someone “made trouble for us” b: to cause to exist, occur, or appear: CREATE “make
a disturbance” c: to favor the growth or occurrence of “haste makes waste” d: to fit, intend, or destine by or as if by creating “was made
to be an actor”
3 a: to bring into being by forming, shaping, or altering material: FASHION “make a dress” b: COMPOSE, WRITE “make verses” c: to
lay out and construct “make a road”
4: to frame or formulate in the mind “make plans”
5: to put together from components: CONSTITUTE “houses made of stone”
6 a: to compute or estimate to be b: to form and hold in the mind “make no doubt of it”
7 a: to assemble and set alight the materials for (a fire) b: to set in order “make beds” c: PREPARE, FIX “make dinner” d: to shuffle (a
deck of cards) in preparation for dealing
8: to prepare (hay) by cutting, drying, and storing
9 a: to cause to be or become “made them happy” b: APPOINT “made him bishop”
10 a: ENACT, ESTABLISH “make laws” b: to execute in an appropriate manner “make a will” c: SET, NAME “make a price”
11 a chiefly dialect : SHUT “the doors are made against you Shakespeare” b: to cause (an electric circuit) to be completed
12 a: to conclude as to the nature or meaning of something “what do you make of this development?” b: to regard as being “not the fool
some make him”
13 a: to carry out (an action indicated or implied by the object) “make war” “make a speech” b: to perform with a bodily movement
“make a sweeping gesture” c: to achieve by traversing “make a detour” “making the rounds”
14 a: to produce as a result of action, effort, or behavior with respect to something “make a mess of the job” “tried to make a thorough
job of it” b archaic : to turn into another language by translation
15: to cause to act in a certain way: COMPEL “make her give it back”
16: to cause or assure the success or prosperity of “can either make you or break you”
17 a: to amount to in significance “makes a great difference” b: to form the essential being of “clothes make the man” c: to form by an
assembling of individuals “make a quorum” d: to count as “that makes the third time you've said it”
18 a: to be or be capable of being changed or fashioned into “rags make the best paper” b: to develop into “she will make a fine judge”
c: FORM 6b
19 a: REACH, ATTAIN often used with it “you'll never make it that far”; also : SURVIVE “half the cubs won't make it through their first
year” b: to gain the rank of “make major” c: to gain a place on or in “make the team” “the story made the papers”
20: to gain (as money) by working, trading, or dealing “make a living”
21 a: to act so as to win or acquire “makes friends easily” b: to score (points) in a game or sport c: to convert (a split) into a spare in
bowling
22 a: to fulfill (a contract) in a card game b: to win a trick with (a card)
23 a: to include in a route or itinerary “make New York on the return trip” “make it to the party” b: CATCH 6b “made the bus just in time”
24: to persuade to consent to sexual intercourse: SEDUCE
25: to provide the most enjoyable or satisfying experience of “meeting the star of the show really made our day”
intransitive senses
1 archaic : to compose poetry
2 a: BEHAVE, ACT b: to begin or seem to begin a certain action “made as though to hand it to me” c: to act so as to be or to seem to
be “make merry” d slang : to play a part usually used with like
3: SET OUT, HEAD “made after the fox” “made straight for home”
4: to increase in height or size “the tide is making now”
5: to reach or extend in a certain direction
6: to have considerable effect “courtesy makes for safer driving”
7: to undergo manufacture or processing “the silk makes up beautifully”
● make a face: to distort one's features: GRIMACE
● make a mountain out of a molehill: to treat a trifling matter as of great importance
● make away with 1: to carry off: STEAL 2: KILL
● make believe: PRETEND, FEIGN
● make bold: VENTURE, DARE
● make book: to accept bets at calculated odds on all the entrants in a race or contest
● make common cause: to unite to achieve a shared goal
● make do: to get along or manage with the means at hand
● make ends meet: to make one's means adequate to one's needs
● make eyes: OGLE
● make fun of: to make an object of amusement or laughter: RIDICULE, MOCK
● make good 1: to make valid or complete: as a: to make up for (a deficiency) b: INDEMNIFY “make good the loss” c: to
carry out successfully “made good his promise” “made good their escape” d: PROVE “made good a charge” 2: to prove to be
capable; also : SUCCEED
● make hay: to make use of offered opportunity especially in gaining an early advantage
● make head 1: to make progress especially against resistance 2: to rise in armed revolt
● make it 1: to be successful “trying to make it in the big time as a fashion photographer Joe Kane” “the cr”me br”l”e didn't quite
make it” 2: to have sexual intercourse
● make light of: to treat as of little account
● make love 1: WOO, COURT 2 a: NECK, PET b: to engage in sexual intercourse
● make much of 1: to treat as of importance 2: to treat with obvious affection or special consideration
● make no bones: to be straightforward, unhesitating, or sure “makes no bones about the seriousness of the matter”
● make one's mark: to achieve success or fame
● make public: DISCLOSE
● make sail 1: to raise or spread sail 2: to set out on a voyage
● make shift: to manage with difficulty
● make sport of: RIDICULE, MOCK
● make the grade: to measure up to some standard: be successful
● make the most of: to show or use to the best advantage
● make the scene: to be present at or participate in a usually specified activity or event
● make time 1: to travel fast 2: to gain time 3: to make progress toward winning favor “trying to make time with the waitress”
● make tracks 1: to proceed at a walk or run 2: to go in a hurry: RUN AWAY, FLEE
● make use of: to put to use: EMPLOY
● make water 1 of a boat : LEAK 2: URINATE
● make waves: to create a stir or disturbance
● make way 1: to give room for passing, entering, or occupying 2: to make progress
● make with slang : PRODUCE, PERFORM usually used with the
================================================
do
do [doo]
(
past did
[did]
,
past participle
done
[dun]
,
present participle
do·ing
,
3rd person present singular does [duz],
plural
dos
) CORE
MEANING: a verb indicating that somebody performs an action, an activity, or a task. It is often used as an informal equivalent of
more specific and less frequent verbs, e.g. "do your nails" instead of "paint your nails."

He usually did the cleaning on a Sunday morning.

Why won't you let me do your hair for you?

Assuming that your terminal is properly set up, here is what you have to do to connect it.
1. transitive verb
use something: to use something in a particular way

She's done absolutely nothing with the money she inherited.
2. transitive verb
take action: to take action in a situation in order to change it or solve a problem

Companies must decide what to do about their chemical waste.
3. transitive verb
cause something: to cause or produce an effect or result

These disputes do little to help the peace process.
4. transitive verb
work at something: to work at something, especially as a job or profession, or as a course of study

What does your mother do at the bank?
5. transitive verb
be occupied with something: to be occupied or busy with something

Are you doing anything this evening?
6. transitive and intransitive verb

conduct self:
to behave in a particular manner

Do what you want.

Do as you please.
fare:
to be successful or unsuccessful to a particular extent

Automobile insurance companies are doing well this year.
8. transitive verb
provide something: to prepare or provide something

I'm sorry but we don't do a lunch menu.
9. transitive verb
achieve speed or rate: to achieve a particular speed or rate

We were doing 55 down the freeway.

We did about 400 miles a day.
10. transitive verb
study something: to study or work at doing something

Have you done Nabokov yet?

I've never been able to do algebra.
11. transitive verb
perform something: to perform or act a play, role, or accent

They're doing "Macbeth."

I'm not very good at doing accents.
12. transitive verb
visit or explore place: informal
to visit or explore a country or city as a tourist ( )

We're doing London tomorrow.

be adequate:
to be adequate in quantity or quality for somebody or something

A paper cup does just as well.

Just an orange juice will do me.
14. transitive verb
serve time in prison: slang
to serve a period of time in prison ( )

He's doing time for cheating on his taxes.
15. transitive verb
exhaust somebody: informal
to wear somebody out ( )
16. transitive verb
U.K.
adapt something: informal
to translate or adapt a play, book, or other work ( )

The novel was done into a feature film.
17. transitive verb
cheat somebody: informal
to cheat or trick somebody ( )

They did her out of her lunch money.
18. transitive verb
rob somebody: slang
to rob a person or place ( )

They got caught while they were doing the local bank.
19. transitive verb
take drugs: slang
to take or use a narcotic drug ( )
20. transitive verb
have sex with somebody: slang
to have sexual intercourse with somebody ( )
21. transitive verb
murder somebody: slang
to kill somebody deliberately ( )
22. auxiliary verb
forms questions and negatives: used with simple present and simple past tenses in the formation of questions and negative
sentences. "Do" and "did" are often contracted to "don't" and "didn't" in negative structures.

What did he want?

Don't sit there!

It doesn't matter if you can't come.
23. auxiliary verb
gives emphasis: used to emphasize a positive statement or command, often as a way of politely inviting or persuading
somebody to do something

Yes, I do realize you can't finish the work today.

Please do be quiet!
24. auxiliary verb
changes emphasis: used to form inverted sentences in order to change the emphasis of a statement

She hopes to go to college, as do her brothers.
25. auxiliary verb
replaces another verb: used to replace an earlier verb or verb phrase to avoid repetition, usually when comparing two things

I want to have a break just as much as you do.
26. noun
U.S. U.K. New Zealand
social gathering: informal
a formal social gathering, e.g. a wedding reception ( )

attended a big do at the White House
[Old English dōn < IndoEuropean, "to place"]

could do with to want or need something

I could do with some help.
have to do with somebody or something
1. to be connected with somebody or something
2. to concern somebody or something
3. to involve contact or a relationship with somebody or something
that does it! used to indicate that you are not prepared to tolerate any more ( informal )

That does it! I'm calling my lawyer!
the dos and don'ts the correct way to proceed or behave in a particular situation

a list of dos and don'ts for the firsttime investor
See dew.do ... have or have ... got?
Both these constructions are used in questions and in negative statements: Do you have change for a dollar? or Have you got
change for a dollar? I don't have any change or I haven't got any change. Some consider the first wording in each pair to be more
proper, perceiving have ... got as colloquial and even redundant, and pointing out that have alone is sufficient to signify possession.
But Have you change? and I haven't any change are not idiomatic, and do ... have has just as many syllables as have ... got.
Therefore, it is hard to see what reasonable basis exists for preferring do ... have to have ... got. did you or have you?
A distinction that arises in connection with questions and negative statements is represented by the wordings Did you see the show?
or Have you seen the show? I didn't see the show or I haven't seen the show. In informal conversation, the two are used almost
interchangeably. In strict usage, however, there is a difference in time perspective: the first wording (Did you...?) in each pair refers
to a particular point in the past, whereas the second (Have you...?) has to do with any time in the past (thus, ever could be added to
the second sentence in each pair without substantially changing its meaning).
Word Key: Synonyms
See perform
===================================
Main Entry: 1do
Pronunciation: ”d”, d”(w)
Function:verb
Inflected Form: did \ \
”did, d”d \
; done \
”d”n \
; doing \
”d”i” \
; does \
”d”z
Etymology: Middle English don, from Old English d”n; akin to Old High German tuon to do, Latin dere to put, facere to make, do, Greek
tithenai to place, set
Date: before 12th century
transitive senses
1: to bring to pass: CARRY OUT
2: PUT used chiefly in do to death
3 a: PERFORM, EXECUTE “do some work” “did his duty” b: COMMIT “crimes done deliberately”
4 a: BRING ABOUT, EFFECT “trying to do good” “do violence” b: to give freely: PAY “do honor to her memory”
5: to bring to an end: FINISH used in the past participle “the job is finally done”
6: to put forth: EXERT “did her best to win the race”
7 a: to wear out especially by physical exertion: EXHAUST “at the end of the race they were pretty well done” b British : to attack
physically: BEAT; also : KILL
8: to bring into existence: PRODUCE “do a biography on the general”
9 used as a substitute verb especially to avoid repetition “if you must make such a racket, do it somewhere else”
10 a: to play the role or character of b: MIMIC; also : to behave like “do a Houdini and disappear” c: to perform in or serve as
producer of “do a play”
11: to treat unfairly; especially : CHEAT “did him out of his inheritance”
12: to treat or deal with in any way typically with the sense of preparation or with that of care or attention: a (1): to put in order: CLEAN
“was doing the kitchen” (2): WASH “did the dishes after supper” b: to prepare for use or consumption; especially : COOK “like my
steak done rare” c: SET, ARRANGE “had her hair done” d: to apply cosmetics to “wanted to do her face before the party” e:
DECORATE, FURNISH “did the living room in Early American”
13: to be engaged in the study or practice of “do science”; especially : to work at as a vocation “what to do after college”
14 a: to pass over (as distance): TRAVERSE b: to travel at a speed of “doing 55 on the turnpike”
15: TOUR “doing 12 countries in 30 days”
16: to spend or serve out (a period of time) “did ten years in prison”
17: to serve the needs of: SUIT, SUFFICE “worms will do us for bait”
18: to approve especially by custom, opinion, or propriety “you oughtn't to say a thing like that T it's not done Dorothy Sayers”
19: to treat with respect to physical comforts “did themselves well”
20: USE 3 “doesn't do drugs”
intransitive senses
1: ACT, BEHAVE “do as I say”
2 a: GET ALONG, FARE “do well in school” b: to carry on business or affairs: MANAGE “we can do without your help”
3: to take place: HAPPEN “what's doing across the street”
4: to come to or make an end: FINISH used in the past participle
5: to be active or busy “let us then be up and doing H. W. Longfellow”
6: to be adequate or sufficient: SERVE “half of that will do”
7: to be fitting: conform to custom or propriety “won't do to be late”
8 used as a substitute verb to avoid repetition “wanted to run and play as children do” used especially in British English following a
modal auxiliary or perfective have “a great many people had died, or would do Bruce Chatwin”
9 used in the imperative after an imperative to add emphasis “be quiet do”
verbal auxiliary
1 a used with the infinitive without to to form present and past tenses in legal and parliamentary language “do hereby bequeath” and in
poetry “give what she did crave Shakespeare” b used with the infinitive without to to form present and past tenses in declarative
sentences with inverted word order “fervently do we pray Abraham Lincoln”, in interrogative sentences “did you hear that”, and in
negative sentences “we don't know” “don't go”
2 used with the infinitive without to to form present and past tenses expressing emphasis “I do say” “do be careful”
● doable \ \
”d””b”l adjective
● do a number on: to defeat or confound thoroughly especially by indirect or deceptive means
● do away with 1: to put an end to: ABOLISH 2: to put to death: KILL
● do by: to deal with: TREAT
● do for chiefly British 1: to attend to the wants and needs of: take care of 2: to bring about the death or ruin of
● do it: to have sexual intercourse
● do justice 1 a: to act justly b: to treat fairly or adequately c: to show due appreciation for 2: to acquit in a way worthy of
one's abilities
● do proud: to give cause for pride or gratification
● do the trick: to produce a desired result
● do with: to make good use of: benefit by “could do with a cup of coffee”
● to do: necessary to be done “I've done my best and all's to do again A. E. Housman”
======================================
need
need [need]
(
need·ed present participle
,
need·ing 3rd person present singular
,
needs )
transitive and intransitive verb
require something: require something in order to have success or achieve a goal

Do you need any money?

He told me that I didn't need to know.

This shirt needs ironing.
modal verb past and past participle
(
,
,
needs)
be necessary: used in negative statements
used to indicate that a course of action is desirable or necessary ( )

You don't need to thank me; I'm happy to help whenever I can.

Going to med school need not mean you can't study architecture later.
(
,
,
needs
)

deserve something: informal
to deserve something, especially as punishment ( )

That little boy needs to be given a good talking to.

Those troops need to be shown who's boss.
2. intransitive verb to be essential: to be essential or necessary to something ( archaic

)
"I think that we are all agreed in this matter, and therefore there needs no more words about it." (
JOHN BUNYAN
Pilgrim's
Progress 1678)
noun plural
(
needs
)
requirement: something that is a requirement or is wanted

an economic system that recognizes the need for financial security

His needs are few.
[Old English nē(o)d < IndoEuropean]

if need be if it is necessary or if it becomes necessary in the future
in need
1. not having enough of things essential for an adequate standard of living

children in need
2. needing something
no need to or
for something
no reason or justification for something
See knead.
===============================
Main Entry:2need
Function:verb
Inflected Form:needed ; needing ; needs or (auxiliary) need
Date:before 12th century
intransitive senses
1: to be needful or necessary
2: to be in want
transitive senses: to be in need of: REQUIRE
verbal auxiliary: be under necessity or obligation to “you need not answer”

UVerse Pronunciation Assessment
● Thank you for calling Uverse Member Care, my name is …………… . How may I provide you with
excellent service?
● May I please have the telephone number and the name associated with your account? ^
● Mr. Brown, is that a good callback number in case we are disconnected? ^
● I apologize for the inconvenience. I understand that you are unable to view the content recorded on
your DVR.
● I can certainly help you set up Outlook Express, Mr. Smith.
● May I put you on hold for two minutes while I run a line test? ^
● What modem are you using?
● You can actually access your voicemail online using our Uverse Voice service.
● New customers are eligible to get a rebate on their settop box if they choose to upgrade their package
to one with premium features.
● The Motorola receiver we sent you is used to view all digital devices that are connected to your
television.
● Please access the menu using your remote control.
● Let’s unplug the Ethernet cable from your laptop after it shuts down.
● The coax enables your connection to have a bigger bandwidth.
● What error message did you get the last time you used the internet?
● Did you get your wireless router from a thirdparty store? ^
● Mr. Edwards, my supervisor is currently on another call but I assure you she will speak with you at the
soonest possible time.
● Please doubleclick the Internet Explorer icon and open any two websites.
● The parental control password has to have at least three digits.
● Ms. Johnson, I apologize that I’m unable to help you with your billing concerns. Please hold while I
transfer you to the appropriate department.
● You may receive an email or phone call in the next few days regarding the service you received from me
today. Again my name is ……………. ; thank you for calling Uverse Member Care and have a nice
day.

Verizon Call Flow
Greeting and Care throughout the Call:
1. Inform the customer they have reached Verizon and offer to assist.
“Thank you for calling Verizon High Speed Technical Support. My name is ……………… .”
2. Verify the customer’s DSL telephone number if available or ask for DSL telephone number if

not
“I see that your HIS number is 1234567890. Is that correct?” or
“May I have your 10 digit HIS number please?”
3. Wait for a response from the Customer.
● If there is no answer after several attempts
“Unfortunately I am unable to hear you. If you can hear me, please call us back at 8005676789. I
apologize for the inconvenience.”
● If the customer responds go to the next step.
4. Obtain the caller’s name. If the caller is not the account holder, ask the caller’s name and
relationship to the account holder.
May
“ I have your first and last name? and “How are you related to the Account Holder?”
5. Obtain an alternate CBR number prior to troubleshooting.
“May I have an alternate contact number: If we are disconnected in error, I will call you back within 5
minutes.”
6. Listen and understand the customer’s issue or question and paraphrase and probe until the

understanding is clear.
“Thank you for that information. How may I help you today?” (
Active Listening)
7. Empathize with and Take Ownership of the customer’s issue/frustration.
(Assurance)
8. Acknowledge if the customer has called in repeatedly and apologize for the issue not being
fixed the first time.
“I understand that this is frustrating ……….” or “I apologize for the inconvenience …….. “
9. Thank the customer and start probing and troubleshooting the customer’s concern.
o Probing
o Troubleshooting
o Test for Resolution
o Educate the customer
o Probe for additional needs.
“Is there anything else I may help you with?”
o Close the call: Thank the customer for calling and brand Verizon
“Thank you for calling Verizon. We appreciate your business.”

Pronunciation and Reading Guide: Ancien Régime Émeute

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PRONUNCIATION AND READING GUIDE

No system of indicating pronunciation is self­explanatory. The following discussion sets out the signification and

In some speech the retroflexion of the ​ \r\ occurs throughout the articulation of the vowel, but in other cases the

In Received Pronunciation ​ \r\ is sometimes pronounced as a flap (IPA [​ ]) in the same contexts in which ​

at in on

POINT ENCLOSED SPACE SURFACE

at the corner in the garden on the wall

at the bus stop in London on the ceiling

at the door in France on the door

at the top of the page in a box on the cover

at the end of the road in my pocket on the floor

at the entrance in my wallet on the carpet

at the crossroads in a building on the menu

at the front desk in a car on a page

at in on

at home in a car on a bus

at work in a taxi on a train

at school in a helicopter on a plane

at university in a boat on a ship

at college in a lift (elevator) on a bicycle, on a motorbike

at the top in the newspaper on a horse, on an elephant

at the bottom in the sky on the radio, on television

at the side in a row on the left, on the right

at 1 Constellation Street In a submarine on Elm Street

at Church In a rocking chair on Oxford Street

Those three thin teenagers are wearing tiny thongs. They took turns doing their thing in the toilet. A funny thing

There are thousand words in a book, just look. You can name one and have some fun. Teach me a few and I’ll

The fools planned to take Groovy Lou’s good food. That same afternoon, the fools mooed like cows in the zoo.

[Old English ​ habban​ < Indo­European, "grasp"]

4. transitive verb ​

5. transitive verb ​

3. identification: ​ slang​

4. build or appearance: ​ literary​

[Old English ​ macian​ < Indo­European, "kneading"]

[Old English ​ dōn​ < Indo­European, "to place"]

2. intransitive verb​ ​to be essential: ​ to be essential or necessary to something (​ archaic​

[Old English ​ nē(o)d​ < Indo­European]

2. Verify the customer’s DSL telephone number if available or ask for DSL telephone number if

6. Listen and understand the customer’s issue or question and paraphrase and probe until the

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No system of indicating pronunciation is selfexplanatory. The following discussion sets out the signification and

In some speech the retroflexion of the \r\ occurs throughout the articulation of the vowel, but in other cases the

In Received Pronunciation \r\ is sometimes pronounced as a flap (IPA [ ]) in the same contexts in which

[Old English habban < IndoEuropean, "grasp"]

4. transitive verb

5. transitive verb

3. identification: slang

4. build or appearance: literary

[Old English macian < IndoEuropean, "kneading"]

[Old English dōn < IndoEuropean, "to place"]

2. intransitive verb to be essential: to be essential or necessary to something ( archaic

[Old English nē(o)d < IndoEuropean]