HOMEWORK: PHONETICS & PHONOLOGY II FRANCESC ARANDA

2019

EXERCISE 1 - 30 TRANSCRIBED WORDS

1. /'kæt/
2. /'kɒt/
3. /'bəʊt/
4. /'daʊt/
5. /'dʒʌdʒ/
6. /'raɪt/
7. /'raʊz/ rouse
8. /'sɔ:t/
9. /'grɪn/
10. /'fri:z/
11. /'kɒɪn/
12. /'rəʊd/
13. /'beɪk/
14. /'du:m/
15. /'lʊk/
16. /'saɪn/
17. /'hɜ:d/
18. /'gɒn/
19. /'bi:k/
20. /'hɪər/
21. /'dəʊm/
22. /'kʌm/
23. /'steɪk/
24. /'li:k/
25. /'rʌʃ/
26. /'bʊʃ/
27. /'hɑ:t/
28. /'ʃɒn/
29. /'beər/
30. /'hed/

EXERCISE 2 - 25 transcribed words

1. tɔːnt
2. dəʊ
3. ˈhæŋə
4. pʊl
5. eɪk
6. ˌrɛfəˈriː
7. ˈsɪŋkɪŋ
8. blaʊz
9. ˈbækwəd
10. ˈmɔːgɪʤ
 11. gɛst
12. luːz
13. ɪmˈprɛʃən
14. ˈkləʊðɪŋ
15. briːð
16. skiːm
17. mæʧ
18. ədˈvɜːt
19. təˈdeɪ
20. ˈælbəm
21. eɪˈliːt
22. spjuː
23. kaʊʧ
24. kɔːd
25. wɜːd

EXERCISE 3
p: voiceless bilabial plosive
ŋ: voiced velar nasal
r: voiced postalveolar median approximant
θ: voiceless dental fricative
k: voiceless velar plosive
b: voiced bilabial plosive
z: voiced alveolar fricative
j: voiced palatal median approximant
k: voiceless velar plosive
m: voiced bilabial nasal
tʃ: voiceless postalveolar affricate
ʔ: voiceless glottal plosive
n: voiced alveolar nasal
v: voiced labiodental fricative
b: voiced bilabial plosive

WORD STRESS
Exercise S1​. Consider the words listed below. Each word represents a different accentual
pattern. Indicate the stress pattern using the notation given on the hand out on stress and
vowel weakening. The stressed syllable is given in capital letters. Write three examples of
each pattern on the chart.
WHISper - CREEper - GAming - KINGdom1
aBOVE - aLLOW -
TELephone - MOUNtainous
deVELop - inSULted
underSTAND - underSTOOD
OPerator - WAtermelon - HOMecoming
aPOLogize -
instruMENtal - IntimiDAting - CommuniCAtion - AnnunCIAtion
HOMEWORK: PHONETICS & PHONOLOGY II FRANCESC ARANDA
2019/02/27

S5. Place primary stress, and secondary stress if applicable, in the following words. Try to
justify your use of both.
totalitarian cigarette lemonade arithmetic (n) objective
// təʊtælɪˈteərɪən //​ ​ˌsɪgəˈret​ // ​ˌleməˈneɪd​ // ​əˈrɪθmətɪk​ // ​əbˈʤɛktɪv​ //
dandelion acquiescence personify sentimental magnanimity
// ˈdændɪlaɪən​ // ​ˌækwɪˈesns // ​ ​pɜːˈsɒnɪfaɪ //​ ​ˌsentɪˈmentl​ // ​ˌmægnəˈnɪmɪti //
metamorphosis arithmetical deteriorate vegetable employee
//ˌmetəˈmɔːfəsɪs // ˌærɪθˈmetɪkəl // dɪˈtɪərɪəreɪt // ˈveʤtəb(ə)l // ˌemplɔɪˈiː //
cartoon humanitarian picturesque personification nationalisation
// kɑːˈtuːn // ​hju(ː)ˌmænɪˈteərɪən // ​ˌpɪkʧəˈrɛsk // ​pɜːˌsɒnɪfɪˈkeɪʃən //
ˌnæʃnəlaɪˈzeɪʃən //

S7. ​A single word may have the same stress pattern as a phrase or group of
words.

2. receive /ri'si:v/
3. critical /'krɪtɪkəl/
4. entertain/entə'teɪn/
5. illusion/ɪˈluːʒən/
6. intervention /ˌɪntə(ː)ˈvɛnʃən/
7. incapable /ɪnˈkeɪpəbl/
8. realization /ˌrɪəlaɪˈzeɪʃən/
9. disability/ˌdɪsəˈbɪlɪti/
10. intimidation/ɪnˌtɪmɪˈdeɪʃən/
11. confusability /kənˌfjuːzəˈbɪlɪti/
12. parapsychology /​ˌpærəsaɪˈkɒlədʒi/
13. legitimization /lə,dʒɪtɪmaɪ'zeɪʃən/
14. inconceivability /ɪnkənˌsiːvəˈbɪlɪti /

on the table 6 ; a bird __ ; an editor __ ; half a pound__ ;

Peter may want us to __ ; above it __ ; try to prevent it__ ;
look around you __ ; they came to my party __ ; try some__ ;
a lot of them __ ; take the time to finish it __ ; help me__ ;
far from the exit __ ; all of them __ ; the Earth __ ; famous musical__ ; I asked her nicely __ ;
under it __ ; the play was wonderful __ ;
fish and chips __ ; holiday memories __ ; a picture __ ; the novel may please you __ ; the
road to Manchester __ ; a lot of pictures __ ;
down the road to Manchester __ ; come on Saturday__

S9. The words below are all spelled with -​man ​as the second element. If the words are full
compounds; -​man ​is a strong syllable with the vowel /æ/. If the words are reduced
compounds; -​man i​ s a weak syllable with /!/.
businessman chairman superman gentleman layman mailman
/bɪznɪsmən/​ /​ˈʧeəmən​/ /​ˈsjuːpəmæn/ ​ /​ˈʤentlmən/​ /​ˈleɪmən/​ /​ˈmeɪlmæn/

S11. English has a few nouns like the words in (a) and numerous adjectives like those (b). In
one group the syllable written -​ful i​ s strong and has the vowel /ʊ/. In the other group that
syllable is weak and has /!/. Which group has the strong final syllable?

a) armful, bowlful, cupful

/ˈɑːmfʊl/ /ˈbəʊlf(ə)l/ /ˈkʌpfʊl/

b) cheerful, graceful, hopeful

/ˈʧɪəfʊl/ /ˈgreɪsfʊl/ /ˈhəʊpfʊl/

The group that has strong final syllable is b).

Exercise S3. Mark stresses on the following phrases and explain the reason for the
difference in patterns.

a) ‘look out ‘Dan! vs ‘look ‘at ‘Dan. Phrasal verb vs noun phrase.
b) ‘run ‘up a ‘bill vs ‘run up a ‘hill.
c) ‘When did Jim ‘come ‘to? vs ‘What decision did Jim ‘come to?

S6. Mark both primary and secondary stress on nouns and adjectives in the following sentences and
then read them aloud.

1. ‘Roman Catholicism has often ‘led to ‘fanaticism and the ‘destruction of ‘political ‘institutions.
2. ‘Her books, which deal with ‘grammatical problems and ‘phonetic transcription, are ‘pioneers in the
‘academic world.
3. Her ‘intellectual ‘development was ‘simultaneous with her ‘political and sexual ‘emancipation.
4. ‘lgloo, ‘television and ‘protestantism are all notorious ‘exceptions to the ‘rules of stress in
multisyllabic words.
5. According to the ‘doctor's diagnosis, several pensioners died of bronchitis.
6. The ,artifi’ciality of these ‘sentences is hi’deous and sus’piciously ma’licious.

S8​. In the following pairs of words put a capital S under the stressed syllable of each word and put a
small s under each strong syllable that is not stressed.

(a) atom atomic

(b) melody melodic

(c) terrify terrific

(d) compose composition

(e) modify modification

(f) invite invitation

S10​. Similarly, written words in which -​land i​ s the second element include true compounds, with /æ/ in
the second element, and reduced compounds, with /!/. Which of the following are true compounds?

Switzerland lowland woodland Scotland Poland Newfoundland

All of them are reduced compounds.

S12​. There are more than a thousand verbs in English with the written ending -​ate​. With few
exceptions they are stressed on the third syllable from the end, the antepenultimate, and the last
syllable, the ultimate, is strong, /-eɪt/: ˈ​elevate, inˈtimidate, reˈciprocate. ​In adjectives and many
nouns with this ending the antepenultimate is stressed and the ultimate is weak, /-!t/. Compare the
verb ​graduate a​ nd the noun ​graduate,​ the verb ​moderate a ​ nd the adjective ​moderate​. Examine each
word in the following list. Put a letter after the word to tell if it is a verb (V), a noun (N), or an adjective
(A) – or some combination of these. If a noun has /eɪ/ instead of /!/ in the last syllable, note it.
adequate A affectionate A alternate V considerate A duplicate V
educate V estimate V immediate A intimate A moderate A
obliterate V passionate A percolate V separate A elaborate A

S14​. The words in the left-hand column below are compound verbs (sometimes called ‘phrasal verbs’
or ‘two-word verbs’), consisting of a verb plus a particle. The nouns in the right-hand column have a
similar composition. How do the verbs, as a group, differ in pronunciation from the nouns, as a group?
to ‘stand ‘up
to ‘look ‘out
to ‘come ‘back

a ‘look-out
‘some ‘throw-aways
a’ rip-off

S15​. The following are adverbial (locative) compounds, composed of a particle plus a noun. Which
part of each compound is stressed?
‘up north
‘down south
‘out west
,down’town
,back’stage
,over’head

S16​. The following noun compounds also consist of a particle plus a noun. Which part is stressed?
an ‘afterthought
‘backlash
an ‘inroad
off’shoot
the over’head

Sometimes we have a compound within a compound; for example: a football team

S18​. What is the difference between a ˈSpanish teacher (S w s w) and a ˈSpanishˈteacher (s w S

w)?
The first one is a teacher who teaches Spanish, and the second one is a teacher who is from Spain.