Phonetics: Drills and Exercises

VYTAUTAS MAGNUS UNIVERSITY FACULTY OF HUMANITIES DEPARTMENT OF ENGLISH PHILOLOGY

Audronė Raškauskienė Jurgita Vaičenonienė

PHONETICS: DRILLS AND EXERCISES

A Resource Book for Students

Kaunas, 2013

UDK 811.111‘342(075.8) Ra233

This resource book was approved for publication at the meeting of the Department of English Philology, Faculty of Humanities on 9 October 2012 (Protocol No. 5) and the meeting of the Committee of the Faculty of Humanities, Vytautas Magnus University on 3 December 2012 (Protocol No. 6‐4).

Reviewed by Prof. Dr. Ingrida Eglė Žindžiuvienė

ISBN 978‐9955‐12‐871‐7 (internetinis) ISBN 978‐9955‐12‐872‐4 (spausdintas) © Audronė Raškauskienė, 2013 © Jurgita Vaičenonienė, 2013 © Vytautas Magnus University, 2013

This resource book is dedicated to the memory of Vitalija Liutvinskienė (19562011) who for twenty years was a devoted teacher at the Department of English Philology, Vytautas Magnus University, and who taught English Phonetics among other subjects.

FOREWORD

The importance of intercultural communication is growing in a globalized and ever‐changing world. In this context, the role of English as an international language cannot be denied. The knowledge of English Phonetics, i.e. how particular sounds are produced, their properties, how we perceive speech and what happens to speech sounds when we speak fast, helps us to speak clearly and understand others correctly, which is of utmost importance, especially in intercultural contexts.

The present resource book is designed as a supplement to Peter Roach’s (2010) textbook English Phonetics and Phonology: A Practical Course and may be used to accompany lecture courses on English Phonetics at university level. It is equally suitable for self‐study and for in‐class situation with a teacher. Phonetics: Drills and Exercises gives students practice in pronunciation and transcription of English sounds, enhances their understanding of phonological structures and rules, and improves speaking and listening skills.

The resource book consists of 13 units and 7 appendices. Each unit contains the information about the texts to be read on the unit’s topic, a list of key terms, a variety of pronunciation and transcription exercises, online resources for further practice, and study questions which help to revise the material practiced in the unit.

Units 1‐4, 11‐13 and appendices E, F, and G were prepared by Assoc. Prof. Audronė Raškauskienė, whereas units 5‐10 and appendices A, B, C, and D were prepared by Dr. Jurgita Vaičenonienė.

The authors extend their gratitude to Lina Kišonytė who contributed the resource book by painting the mid‐sagittal sections of the human head in Unit 3, Darius Tumšys for pictures in Units 5‐7, and Edmundas Unguraitis for the pictorial story in Appendix A.

CONTENTS

Foreword 4 1 Symbols of the International Phonetic Alphabet (IPA) 6 2 Accents and Dialects of English 12 3 Production of Speech Sounds 16 4 Vowels, Diphthongs, and Triphthongs 20 5 Plosive Consonants of English (p, t, k, b, d, g) 28

6 Fricative (f, v, θ, ð, s, z, ʃ, ʒ, h) and Affricate (tʃ, dʒ) Consonants of English 34 7 Nasal (m, n, ŋ) and Approximant (l, r, w, j) Consonants of English 40 8 The Syllable 47 9 Strong and Weak Syllables 52 10 Stress Placement in Simple Words 57 11 Stress Placement in Complex Words 63 12 Weak Forms 68 13 Aspects of Connected Speech 74

References 82 Appendix A Diagnostic Test 87 Appendix B Vowels, Diphthongs and Silent Letters 89 Appendix C Group Discussion of the Film “My Fair Lady” 92 Appendix D Topics for Individual Presentations 93 Appendix E Sentence Stress and Weak Forms 94 Appendix F ELectures and Suggestions for InClass Activities by Prof. Dr. Jürgen Handke, “The Virtual Linguistics Campus” 97 Appendix G Links to Additional Transcription Exercises 99

SYMBOLS OF THE INTERNATIONAL 1 PHONETIC ALPHABET (IPA)

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 1‐3; 31‐37.

Key terms

Consonants Diacritics Diphthongs IPA Phoneme Transcription Vowels

Practice

1. Review the English Alphabet (adapted from http://www.studyenglishtoday.net/english‐ phonetics.html).

A a [eɪ] N n [en] B b [bi:] O o [əʊ] C c [si:] P p [pi:] D d [di:] Q q [kju:] E e [i:] R r [a:] F f [ef] S s [es] G g [dʒi:] T t [ti:] H h [eɪtʃ] U u [ju:] I i [aɪ] V v [vi:] J j [dʒɪ] W w [dʌblju:] K k [keɪ] X x [eks] L l [el] Y y [waɪ] M m [em] Z z [zed] in Am E [zi:]

Note: In English, there is no one‐to‐one relation between the system of writing and the system of pronunciation. The English alphabet has 26 letters but in (Standard British) English there are approximately 44 speech sounds. A set of phonetic symbols called the International Phonetic Alphabet (IPA) is used to represent the basic sounds of spoken languages. 7

2. Pronounce the symbols of the International Phonetic Alphabet correctly. Practice writing the IPA symbols in the spaces provided. Add at least three more examples of words containing each of the symbols (adapted from http://www.studyenglishtoday.net/english‐phonetics.html; http://www.yorku.ca/earmstro/ipa/consonants.html).

Symbols of the International Phonetic Alphabet (IPA)

i. Short vowels

Student’s IPA Examples Student’s examples transcription

ʌ [ ] cup, luck, love, fun æ [ ] cat, black, mat, hat e [ ] met, bed, pen, best ə [ ] away, cinema, under ɪ [ ] hit, sitting, hymn, in ɒ [ ] hot, rock, dog, wash ʊ [ ] put, could, good, foot i [ ] happy, lucky, stadium

ii. Long vowels

Student’s IPA Examples Student’s examples transcription

ɑ: [ ] arm, father, car, start ɜ: [ ] turn, learn, girl, fur i: [ ] see, heat, key, sea ɔ: [ ] call, four, north, bought u: [ ] blue, food, new, cool

Note: The colon /:/ represents longer duration in pronunciation and is found in the transcription of long vowels.

iii. Diphthongs

Student’s IPA Examples Student’s examples transcription

aɪ [ ] five, eye, kite, buy eɪ [ ] say, eight, cake, made ɔɪ [ ] boy, join, noise, toy a [ ] now, out, cow, loud əʊ [ ] go, home, no, low eə [ ] where, air, share, wear ɪə [ ] near, here, ear, sheer pure, tourist, cure, [ ] ʊə newer

iv. Consonants:

Student’s IPA Examples Student’s examples transcription b [ ] bad, lab, job, back d [ ] did, lady, dog, bad f [ ] find, if, off, fat g [ ] give, flag, go, bag h [ ] how, hello, whole, head j [ ] yes, yellow, year, yawn k [ ] cat, back, pick, scan l [ ] leg, little, like, feel m [ ] man, lemon, miss, climb n [ ] no, ten, need, know ŋ [ ] sing, finger, long, king p [ ] pet, map, top, spin r [ ] red, try, right, wrong s [ ] sun, miss, see, police ʃ [ ] she, crash, ship, station t [ ] tea, getting, time, bit t ʃ [ ] check, church, pitch, chair θ [ ] think, both, bath, thumb ð [ ] this, mother, with, that v [ ] voice, five, view, save w [ ] wet, window, queen, win z [ ] zoo, lazy, zero, please ʒ [ ] pleasure, vision, measure, d ʒ [ ] just, large, jam, age

v. Note the names of the following speech sounds (phonemes):

[ʊ] ‘upsilon’ [æ] ‘ash’ [ɒ] open ‘o’ [ʌ] ‘caret’ [ə] ‘schwa’ [ŋ] ‘eng’ [ð] ‘eth’ [θ] ‘theta’ [j] ‘yod’ [ʃ] ‘esh’ [ʒ] ‘yogh’

3. Listen and repeat the sounds of English on the following BBC Learning English website: http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/chart.shtml. 9

4. Listen and repeat the pronunciation of consonants on http://www.phonetics.ucla.edu/vowels/chapter6/soundsvowels.html. Provide your examples with each consonant:

Consonant Example Student’s example

b buy d die g guy p pie t tie k kite w why l lie r rye m my n nigh ŋ rang f fie θ thigh s sigh ʃ shy h high v vie ð thy z Zion ʒ vision chime ʃ d ʒ jive

5. Write down the phonemes that occur in English but do not occur in your language:

______

6. Write down the phonemes that occur in your native language but not in English:

______

7. Revision of terms. Complete the crossword puzzle below:

Across: Down:

1. Name for the symbol [ʒ] 1. Name for the symbol [j] 3. Name for the symbol [ʌ] 2. Name for the symbol [ʃ] 5. Name for the symbol [ʊ] 4. International Phonetic Alphabet 7. Author of the textbook English Phonetics 6. Punctuation mark which is found in the and Phonology transcription of long vowels 9. Name for the symbol [æ] 8. Name for the symbol [ə] 11. Name for the symbol [ð] 10. Name for the symbol [θ]

6 8

5 4 9

3 2 11

Online resources

3. Why are phonetics important? http://www.youtube.com/watch?v=cJG0uErf8WY 4. The sounds of English and the International Phonetic Alphabet. http://www.antimoon.com/how/pronunc‐soundsipa.htm 5. The sounds of English. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/ 6. Interactive phonetic chart for English pronunciation. http://www.youtube.com/watch?v=0HeujZ45OZE&feature=related 7. Pronunciation tips. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/sounds/vowel_short_1s.html 8. Transcription tips. http://davidbrett.uniss.it/phonology/transcription%20exercises/tips%20for%20transcription.html 9. Ladefoged, P. English Vowels. In A Course in Phonetics 5 th. Ed. Thomson/ Wadsworth Publishers. http://www.phonetics.ucla.edu/course/chapter4/4vowels.html 10. Cambridge Advanced Learner’s Dictionary. http://dictionary.cambridge.org/dictionary/british/ 11. Oxford Advanced Learner's Dictionary. http://oald8.oxfordlearnersdictionaries.com/pronunciation.html 12. A Free Online Talking Dictionary of English Pronunciation. http://www.howjsay.com/ 13. English Pronouncing Dictionary. http://seas3.elte.hu/epd/epd.pl?s=hall&t=&grammar=

Study questions

1. What is IPA? 2. How many speech sounds are there in the IPA? 3. What is a phoneme? 4. What is a phonemic system of language? 5. What symbols do we use to represent speech sounds? 6. What is transcription? 7. How do we call the following vowel phonemes? ʌ, æ, ə, ʊ 8. How do we call the following consonant phonemes? ŋ, θ, ð, j 9. How do we pronounce the following speech sounds (vowels)? ʌ, æ, ə, ʊ, ɒ, ɜ: 10. How do we pronounce the following speech sounds (consonants)? t ʃ, ʃ, ŋ, ʒ, θ, ð, dʒ

2 ACCENTS AND DIALECTS OF ENGLISH

Readings Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 3‐7.

Key terms

Accent BBC English Cockney Dialect Dialect Estuary English Received Pronunciation (RP)

Practice 1. Listen to the vowel sounds, spoken by an American and a British speaker at http://www.phonetics.ucla.edu/course/chapter4/4vowels.html.

2. Listen to the below given sentences spoken in the following accents: Southern American English, Dublin (Irish) English, Edinburgh (Scottish) English, London English and New Zealand English at http://www.phonetics.ucla.edu/course/transcription%20exercises/arthur.htm. What pronunciation differences can you hear?

Once there was a young rat named Arthur, who could never make up his mind. Whenever his friends asked him if he would like to go out with them, he would only answer, "I don't know." He wouldn't say "yes" or "no" either. He would always shirk making a choice.

3. Read aloud and listen to the complete story of Arthur the Rat in a British accent at http://www.phonetics.ucla.edu/course/transcription%20exercises/peter.htm (the text is taken from Ladefoged, P. A Course in Phonetics 5th ed.)

Once there was a young rat named Arthur, who could never make up his mind. Whenever his friends asked him if he would like to go out with them, he would only answer, “I don‘t know.“ He would always shirk making a choice. His aunt Helen said to him, "Now look here. No one is going to care for you if you carry on like this. You have no more mind than a blade of grass." One rainy day, the rats heard a great noise in the loft. The pine rafters were all rotten, so that the barn was rather unsafe. At last the joists gave way and fell to the ground. The walls shook and all the rats' hair stood on end with fear and horror. "This won't do," said the captain. "I'll send out scouts to search for a new home." Within five hours the ten scouts came back and said, "We found a stone house where there is room and board for us all. There is a kindly horse named Nelly, a cow, a calf, and a garden with an elm tree." The rats crawled out of their little houses and stood on the floor in a long line. Just then the old one saw Arthur. "Stop," he ordered coarsely. "You are coming, of course?" "I'm not certain," said Arthur, undaunted. "The roof may not come down yet." "Well," said the angry old rat, "we can't wait for you to join us. Right about face. March!"

4. Listen to the complete story of Arthur the Rat in an American accent at http://www.phonetics.ucla.edu/course/transcription%20exercises/american.htm. What pronunciation differences can you hear?

5. Listen to examples of British regional accents at http://www.bbc.co.uk/voices/recordings/. Follow links to Voices Recordings. Chose one of the recordings by clicking on a dot on the map, and then do the following (adapted from Hewings 2007: 15):

 Click on the name of one of the speakers under “More clips from this interview”.  Read “About the interviewee”.  Read the transcript.  Listen to the recording and follow the transcript.  Some clips have a section on “More about the speech in this clip”. Read this, focusing in particular on information about pronunciation. Some dialect words are explained in this section.  Do the same with any other “More clips from this interview”.  Go back and listen to the “Voice clip(s)”. These do not have transcripts. How much do you understand when you listen without a transcript? Do you notice features of pronunciation you observed and read about earlier?  Do the same with accents from other parts of the UK by clicking on other dots on the map.

6. Listen to a selection of recordings on British Library site (between five and ten) from different parts of the UK and make a list of interesting pronunciation patterns (http://www.bl.uk/learning/langlit/sounds/activities/phonological‐variation/).

7. Listen to a Cockney dialect sound clip and RP sound clip on Dialect Guide site http://pointpark.libguides.com/content.php?pid=209576&sid=1746431. Make a list of differences in pronunciation that you notice.

8. Discuss the following questions in small groups and present a summary of your discussion:

 Cockney, the dialect of the East End area of London, is highly stigmatized and mostly associated with uneducated, working class people. Such stereotypes about the relation of the dialect and social class can be found cross‐culturally. Provide Lithuanian illustrations of the social stigma attributed to a regional accent.  Can you hear regional accents/ dialects on Lithuanian television channels? In what contexts?  What Lithuanian dialect/ accent do you speak?  Do you speak the same way at the university with your friends and at your home town? Why? What are the differences?  Do you expect a lecturer/ doctor/ lawyer speak in a regional or standard Lithuanian accent? Why?  In your opinion, which accent of English do you know best? Why?  Can you name an example of a literary work where an author is using unconventional spelling and/ or non‐standard language as a means of indicating the social class of the characters?

9. Record yourself reading the text in Exercise 2. Listen to the recording and highlight the differences between your pronunciation and that of the speaker of BBC English.

Online resources

1. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7 2. Received Pronunciation: a social accent of English. British Library. http://www.bl.uk/learning/langlit/sounds/find‐out‐more/received‐pronunciation/ 3. What is a dialect? What is an accent? British Library. http://www.bl.uk/learning/langlit/sounds/regional‐voices/ 4. Dialects and accents of England. International dialects of English archive. http://web.ku.edu/~idea/europe/england/england.htm 5. Accents and dialects. British Library. http://sounds.bl.uk/Accents‐and‐dialects 6. The audio archive. http://alt‐usage‐english.org/audio_archive.shtml 7. Cockney English. http://www.ic.arizona.edu/~lsp/CockneyEnglish.html 8. Cockney dialect audio resources. Dialect guide ‐ British Isles. http://pointpark.libguides.com/content.php?pid=209576&sid=1746431 9. Estuary English. http://www.phon.ucl.ac.uk/home/estuary/ 10. American varieties. http://www.pbs.org/speak/seatosea/americanvarieties/ 11. Speech Internet Dictionary. http://www.phon.ucl.ac.uk/home/johnm/sid/sida.htm 12. British Broadcasting Corporation. http://www.bbc.co.uk/radio/ 13. Australian Broadcasting Corporation. http://www.abc.net.au/ 14. RTÉ Ireland’s National Television and Radio Broadcaster. http://www.rte.ie/. 15. 938Live Singapore Radio. http://www.internet‐live‐radio.com/2011/09/938live‐singapore‐radio.html 16. Radio New Zealand. http://www.radionz.co.nz/ 17. Famous speeches & audio. http://www.history.com/speeches/ 18. TED: Ideas worth spreading. http://www.ted.com/

Study questions

1. What is an accent? 2. What is a dialect? 3. What is Received Pronunciation (RP)? 4. What is BBC English? 5. What is Queen’s English? 6. What is a Cockney Dialect? 7. What is Estuary English? Is it important? Why? 8. What is the recommended accent in this course? 9. Why is it good to concentrate on one model? 10. Are some accents inferior/ superior to others?

3 PRODUCTION OF SPEECH SOUNDS

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 8‐10.

Key terms

Active articulators Alveolar ridge Articulatory phonetics Diaphragm Epiglottis Esophagus Glottis Hard palate Jaw Larynx Lips Lungs Nasal cavity Palate Passive articulators Pharynx Soft palate Teeth Tongue (back, tip) Uvula Velum Vocal apparatus Vocal cords/folds Vocal tract

Practice

1. Create a list of translations of the names of articulators into your native language.

2. Study the picture of the mid‐sagittal section of the human head below. (Also see Mannell, Robert. Vocal Tract Articulators http://clas.mq.edu.au/phonetics/phonetics/introduction/tongue_palate.html and http://www.abdn.ac.uk/langling/resources/midsagsectionbw.jpg).

Note: Active and Passive Articulators (taken from Mannell, Place of Articulation. http://clas.mq.edu.au/phonetics/phonetics/consonants/place.html).

Active Articulators. An active articulator is the articulator that does all or most of the moving during a speech gesture. The active articulator is usually the lower lip or some part of the tongue. These active articulators are attached to the jaw which is relatively free to move when compared to parts of the vocal tract connected directly to the greater mass of the skull.

Passive Articulators. A passive articulator is the articulator that makes little or no movement during a speech gesture. The active articulator moves towards the relatively immobile passive articulator. Passive articulators are often directly connected to the skull. Passive articulators include the upper lip, the upper teeth, the various parts of the upper surface of the oral cavity, and the back wall of the pharynx.

3. Indicate the articulators on the picture provided.

Articulators: nasal cavity soft palate uvula hard palate palate alveolar ridge lips tip of tongue blade of tongue back of tongue jaw

4. On the picture below, indicate parts of the respiratory system which function in the production of speech.

Respiratory system: nasal cavity alveolar ridge teeth lips tongue glottis larynx lungs diaphragm velum epiglottis esophagus

5. Click on the link http://homes.chass.utoronto.ca/~danhall/phonetics/sammy.html and work with Interactive Sagittal Section. Use the radio buttons to change voicing, nasality, lip position, and tongue position. To move the tongue, specify manner and place of articulation.

Online resources

1. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7 2. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/servlet/file/store7/item2491718/version1/EPP_WS_ExtraExercises U02.pdf 3. Articulatory anatomy. http://www.uiowa.edu/~acadtech/phonetics/anatomy.htm 4. Mannell, R. Vocal Tract Articulators. http://clas.mq.edu.au/phonetics/phonetics/introduction/tongue_palate.html 5. Human articulators in action – video. Auditory Neuroscience. http://mustelid.physiol.ox.ac.uk/drupal/?q=vocalization/articulators 6. Human vocal folds in action ‐ youtube video. Auditory Neuroscience. http://mustelid.physiol.ox.ac.uk/drupal/?q=vocal_folds 7. The physics and physiology of speech. http://www.ic.arizona.edu/~lsp/Phonetics/Phonetics1a.html 8. Tongue video. http://www.phonetics.ucla.edu/vowels/chapter11/tongue.html 9. Jaw video. http://www.phonetics.ucla.edu/vowels/chapter11/movie.html 10. Larynx video. http://www.phonetics.ucla.edu/vowels/chapter11/larynx.html 11. Interactive sagittal section. http://homes.chass.utoronto.ca/~danhall/phonetics/sammy.html 12. Gibbon, D. 2006. Midsaggital Section of the Head. In Phonetics: Realising Sounds, p.21. http://wwwhomes.unibielefeld.de/~gibbon/Classes/Classes2006WS/IntroductionToLinguistics/ 07‐IntroPhoneticsArticulatory.pdf 13. Vocal sound production. http://hyperphysics.phy‐astr.gsu.edu/hbase/music/voice.html

Study questions

1. Which organs are needed to produce speech? 2. What is articulatory phonetics? 3. What are active articulators? 4. What are passive articulators? 5. How is the airstream produced? 6. What parts of the vocal tract are responsible for the obstruction of the air flow from the lungs? 7. How are vowels and consonants different? 8. What articulators belong to respiratory system? 9. What articulators work in the production of consonants [p], [b], and [m]? 10. What articulators work in the production of consonants [θ]and [ð]?

VOWELS, DIPHTHONGS, AND TRIPHTHONGS

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 10‐21.

Key terms

Cardinal vowels (primary, secondary) Diphthongs Distribution of the sounds Glide Monophthongs Pure vowel Triphthongs Vowel sequence Vowels (short, long)

Practice

1. Match the term in column A with its characteristics in column B (adapted from Celce‐Murcia, Brinton, & Goodwin 1996: 102):

A B a. It depends on how far forward or back the tongue is positioned 1. Monophthongs within the oral cavity during articulation and which part of the (pure vowels) tongue is involved 2. Diphthongs and b. Require greater muscular tension/greater articulatory energy triphthongs 3. Lax c. The lips are pushed forward into the shape of a circle (Short vowels) 4. Tense d. The organs of speech remain approximately stationary (Long vowels) e. The corners of the lips are moved away from each other, as when 5. Rounded vowels smiling 6. Spread vowels f. Require less muscular tension/less articulatory energy g. It depends on the tongue height within the oral cavity and the 7. Neutral vowels accompanying raised or lowered position of the jaw 8. Open, mid or close h. The lips are not noticeably rounded or spread vowels 9. Front, central or i. The organs of speech perform perceptible movement back vowels 21

2. Look into a mirror and pronounce the words heed, hid, head, had, far, love, good, food, dog, door. Write the transcription symbols for the vowels you hear. Specify the vowel sounds in terms of the four characteristics: tongue height (high or close), frontness or backness of the tongue, lip rounding, and the tenseness of the articulators (adapted from Ladefoged 2001: 12‐14):

Example: Heed [i:] close (high) front unrounded (spread) tense

Word Transcription Description Hid Head Had Far Love Good Food Dog Door

3. Say the vowels “eeahoo” ([i:] [ɑ:] [ɔ:]) and notice the changes of position in the tongue and lips as you move from one vowel to the next (adapted from http://www.netplaces.com/singing/diction/vowel‐classification.htm).

4. Locate primary cardinal vowels on the quadrilateral given below:

5. Transcribe the following pairs of words. State what principles of vowel classification they illustrate (adapted from Leontyeva 1980: 67):

Pair Transcription Pair Transcription cod – cord fool – full not – naught pool – pull cot – caught food – put end – and am – aim ten – tan man – main hem – ham Nor – no fir – for law – low firm – form called – cold turn – torn caught – coat body – border kettle – cattle

6. Locate English short vowels on the quadrilateral given below:

7. Transcribe the following words and write the transcription symbol for the vowel: pick ______Tim ______film ______[ ]

Ben ______send ______debt ______[ ]

Pack ______mass ______Ann ______[ ] odd ______rock ______Tom ______[ ] book ______full ______could ______[ ] luck ______love ______some ______[ ] under ______ago ______perhaps ______[ ]

8. Write at least five words containing English short vowels.

[ʌ] ______

[æ] ______

[e] ______

[ɪ] ______

[ɒ] ______

[ʊ] ______

[ə] ______

9. Locate English long vowels on the quadrilateral given below:

10. Transcribe the following words and write the transcription symbol for the vowel:

Team ______Steve ______seem ______key ______[ ]

Half ______car ______Mark ______laugh ______[ ]

Talk ______small ______taught ______law ______[ ]

Moon ______true ______soup ______crew ______[ ]

Nurse ______dirt ______verse ______work ______[ ]

11. Write your own examples of words containing English long vowels (at least five words for each English long vowel).

[ɑ:] ______

[i:] ______

[ɔ:] ______

[u:] ______

[ɜ:] ______

12. Transcribe the following words (adapted from O’Connor 1980: 80‐82): wheat [ ] wit [ ] wet [ ] cheek [ ] chick [ ] check [ ] bet [ ] bat [ ] but [ ] ten [ ] tan [ ] ton [ ] luck [ ] lark [ ] lock [ ] duck [ ] dark [ ] dock [ ] ream [ ] rim [ ] ram [ ] beat [ ] bit [ ] bet [ ] bet [ ] bat [ ] but [ ] shod [ ] shored [ ] should [ ] cod [ ] cord [ ] could [ ]

13. English vowels. Click on the symbol for the vowels in the following exercise. http://www.phon.ucl.ac.uk/home/johnm/flash/rpvkey.htm 14. Check the words which contain the sounds shown in http://www.phon.ucl.ac.uk/home/johnm/flash/symword1.htm 15. Listen and repeat the tongue twister (the tongue twister is taken from http://www.phonetics.ucla.edu/vowels/chapter15/seashells.aiff): She sells seashells on the seashore and the seashells that she sells are seashells I'm sure. 16. Complete the table (adapted from http://www.scribd.com/doc/25247741/Vowels‐in‐ spoken‐English):

English Vowel System

Short Long Diphthongs (8) Triphthongs (5)

vowels (7) vowels (5) Closing (‐ʊ) Closing (‐ɪ) Centering (‐ə)

17. Indicate the diphthongs and their glide from the pure vowel to the second vowel of the diphthong on the quadrilateral given below:

18. Fill in the table by putting the following words into columns according to the diphthong they contain. The first is done for you: why, care, join, how, hope, stay, snow, south, point, mild, bare, moor, real, noise, down, mouth, nine, road, paint, poor, cheer, coin, drown, both, age, joke, eyes, there, bright, so, shape, tour, ear, sure, late, rise, found, coke, join, tone.

Diphthongs aɪ why 25

19. Read the following sentences aloud. Underline the syllables containing diphthongs. Write the diphthong(s) next to the sentences. The first is done for you. (adapted from Huang 1991: 98; Sauer 2006: 88, 90):

1. The steward assured us it was secured. [ʊə]

2. Surely we are going to a party to‐night.

3. You can’t afford this expensive tour now that you’re poor.

4. The cure which he endured was cruel and arduous.

5. My wife’s diary is strictly private.

6. The rain in Spain stays mainly in the plain.

7. See you later, alligator – in a while, crocodile.

8. There was a young lady of Niger Who smiled as she rode on a tiger; They returned from the ride With the lady inside, And the smile on the face of the tiger.

9. There was a young fellow named Tate Who dined with his girl at 8.08; But I’d hate to relate What that fellow named Tate And his girlfriend ate at 8.08.

10. These pronunciation exercises are a pain in the neck.

20. Transcribe the following words and read them aloud. Explain the vowel sequences you hear. (adapted from O’Connor 1980: 87‐88): tyre [ ] tower [ ] trial [ ] trowel [ ] quiet [ ] tired [ ] coward [ ] powerful [ ] buyer [ ] bower [ ] flyer [ ] flower [ ] iron [ ] riot [ ] ours [ ] showery [ ] greyer [ ] employer [ ] grower [ ] thrower [ ] player [ ] betrayal [ ] royal [ ] lawyer [ ] follower [ ] fire [ ]

Online resources

11. The short [ɪ]sound. http://www.youtube.com/watch?v=1XCYdg58PXU&list=SP67CF2C29C5D476A3

12. The near‐close near‐back rounded vowel [ʊ]. http://www.youtube.com/watch?v=pptrzUnJHQE&list=SP67CF2C29C5D476A3 13. The close back rounded vowel [u:]. http://www.youtube.com/watch?v=78QhHQDKUlc&list=SP67CF2C29C5D476A3 14. The close‐mid front unrounded vowel [e]. http://www.youtube.com/watch?v=Yq3cxoOHqEA&list=SP67CF2C29C5D476A3 15. The schwa [ə]. http://www.youtube.com/watch?v=s3Hhi0I68D0&list=SP67CF2C29C5D476A3 16. Schwa. BBC Learning English. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/features/schwa/

17. The vowel in the word bird [ɜ:]. http://www.youtube.com/watch?v=6ZlWlr6Kem8&list=SP67CF2C29C5D476A3

18. Open‐mid back rounded vowel [ɔ:]. http://www.youtube.com/watch?v=bz8‐0zXB6j0&list=SP67CF2C29C5D476A3 19. Diphthongs and triphthongs. http://www.yorku.ca/earmstro/ipa/diphthongs.html

Study questions

1. What do you know about the system of Cardinal Vowels? 2. What are the principles of vowel classification regarding the articulatory characteristics of the vowels? 3. How are vowels classified as regards vertical‐horizontal movements of the tongue? 4. How can be vowels classified as regards lip participation and the degree of tenseness in the articulation of vowels? 5. How are vowels classified as regards their tenseness and length? 6. What are monophthongs? What are their characteristics regarding the stability of its articulation? 7. What are diphthongs? What are their characteristics regarding the stability of its articulation? 8. How are diphthongs subdivided according to the tongue movement from the pure vowel to the second vowel of the diphthong? 9. What are triphthongs? How are they formed? 10. Compare the vowel system in your native language with English vowel system. What are the differences?

PLOSIVE CONSONANTS OF ENGLISH 5 (p, t, k, b, d, g)

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 26‐30.

Key terms

Aspiration Alveolar (t,d) Bilabial (p,b) Fortis/voiceless (p,t,k) Lenis/voiced (b,d,g) Plosives (also stops) (p, t, k, b, d, g + ʔ) Production of plosives: air intake → closure → compression → release → plosion Velum/velar (k,g) Voicing

Practice

1. Identify (1) the place of articulation, (2) the plosives pronounced in the diagrams below and (3) give examples of English words beginning with these sounds.

A (1)______

(2)______

(3)______

B (1)______

(2)______

(3)______

C (1)______

(2)______

(3)______

2. Write and transcribe three words to exemplify the following cases:

1. Bilabial consonants in CV (consonant‐vowel) position ______[ ] ______[ ] ______[ ]

2. Alveolar consonants in VCV position ______[ ] ______[ ] ______[ ]

3. Velar consonants in VC position ______[ ] ______[ ] ______[ ]

4. Voiceless consonants ______[ ] ______[ ] ______[ ]

5. Voiced consonants ______[ ] ______[ ] ______[ ]

6. Unaspirated p,t,k in initial position ______[ ] ______[ ] ______[ ]

7. Aspirated p,t,k in initial position ______[ ] ______[ ] ______[ ]

8. Vowel shortening before p,t,k in final position ______[ ] ______[ ] ______[ ]

3. Transcribe the words and underline the vowels/diphthongs which are shortened because of the following fortis consonant:

1. Mate [ ] 2. Made [ ] 3. Seek [ ] 4. Seed [ ] 5. Nag [ ] 6. Sip [ ] 7. Mode [ ] 8. Cloak [ ] 9. Lap [ ]

4. Circle the words (adapted from Ladefoged 2001: 19‐20):

1. beginning with a bilabial consonant mat gnat sat bat rat pat 2. beginning with a velar consonant knot got lot cot hot pot 3. beginning with an alveolar consonant zip nip lip ship tip dip 4. ending with a plosive consonant pill lip lit graph crab dog hide

5. Read and transcribe the words below. Which consonants are aspirated? Why? (examples are taken from Gussmann 2002: 3‐4)

1. Pain [ ] 1. Spain [ ] 2. Team [ ] 2. Steam [ ] 3. Key [ ] 3. Ski [ ] 4. Supper [ ] 4. Aspen [ ] 5. Batter [ ] 5. Pester [ ] 6. Hate [ ] 6. Haste [ ] 7. Break [ ] 7. Task [ ]

6. Define the consonant sounds in bold:

Fortis/lenis Place of articulation Manner of articulation Forty Debate Raccoon Ladder Game Park

7. Read the tongue twisters as quickly as you can (tongue twisters are taken from http://www.uebersetzung.at/twister/en.htm):

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?

How can a clam cram in a clean cream can?

Denise sees the fleece, Denise sees the fleas. At least Denise could sneeze and feed and freeze the fleas.

Stupid superstition!

Gobbling gorgoyles gobbled gobbling goblins.

A big black bug bit a big black dog on his big black nose! a) Pay attention to the articulation of the plosives. What articulatory problems arise? Why? b) Search the website and pick a tongue twister with the sound which is problematic to you. Learn the tongue twister by heart and present it in class.

8. Create your story/dialogue using at least 20 words listed below. Be careful about the correct pronunciation of the plosives:

Cap Cab Rope Robe Debt Dead Bright Bride Debt Lamb Sign Gnome Chemist School Stomach Ache Potato Topic Decapitated Tobacco Decode About Hurt Bit Heard Heart Hurt Pocket Spill Spit Slip Pay

9. In groups of four, answer the questions. Compare your answers with another group (based on http://www.englishclub.com/interesting‐facts/index.htm):

1. The most common vowel in English is ______, followed by _____. Example: 2. The most common consonant in English is _____, followed by _____. Example: 3. Every syllable in English must have a vowel. Not all syllables have consonants. T / F 4. More English words begin with the letter _____ than with any other letter. Example: 5. The only word in English that ends with the letters "‐mt" is______6. We pronounce the combination "ough" in 9 different ways, as in: 1. 2. 3. 4. 5. 6. 7. 9.

7. We can find 10 words in the 7‐letter word "therein" without rearranging any of its letters: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

10. Read Chapter 5 from Roach (2010: 31‐38). Write an essay in which you give a discussion of what a phoneme is and what are the problems around the definition of the phoneme. Use other sources which are available to you.

Online resources

1. The pronunciation of plosive consonants. http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html 2. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7 3. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714/? site_locale=en_US¤tResourceID=2491741¤tProjectID=5629545 4. Learning plosives through songs. http://allphonetics.blogspot.com/2008/05/plosive‐story‐p‐b‐t‐d‐k‐g_14.html 5. On the use of glottal stop instead of plosives. http://www.pronunciationlondon.co.uk/plosiveconsonants.html

Study questions

1. What is voicing or phonation? 2. How are different‐sounding voice qualities produced? 3. What plosive consonants does English have? 4. What are the general characteristics of the articulation of plosive consonants? 5. What are the phases in the production of the plosive consonant? 6. What is the basis of difference of English plosives? 7. What are the word positions where English plosives can occur? 8. What distinguishes p, t, k form b, d, g? 9. When are the p, t, k sounds unaspirated? 10. What is fortis and what is lenis?

FRICATIVE (f, v, θ, ð, s, z, ʃ, ʒ, h) AND 6 AFFRICATE (tʃ, dʒ) CONSONANTS OF ENGLISH

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 39‐45.

Key terms

Affricate (tʃ, dʒ) Alveolar Continuant consonant Dental Homorganic Fricative (f, v, θ, ð, s, z, ʃ, ʒ, h) Glottal Glottalization Labiodental Post‐alveolar Production of affricates: air intake → closure → compression → release → plosion → air escaping through narrow passage → fricative sound Production of fricatives: air escaping through narrow passage → fricative sound

Practice

1. Identify (1) the place of articulation and (2) the fricatives pronounced in the diagrams below and (3) give examples of English words beginning with these sounds.

A (1)______

(2)______

(3)______

B (1)______

(2)______

(3)______

C (1)______

(2)______

(3)______

D (1)______

(2)______

(3)______

2. Characterize the following sounds according to their place and manner of articulation, and voicing:

[z] a) b) c) [v] a) b) c) [θ] a) b) c)

[ʃ] a) b) c) [ð] a) b) c) [t] a) b) c) [h] a) b) c) [ʒ] a) b) c)

3. What phonetic property/ies distinguishes the following pairs of sounds (voicing, manner, place of articulation) (based on Carr 2012: 11)?

(a) [k] and [g] (b) [d] and [z] (c) [ʒ] and [z] (d ) [d] and [g]

______

4. Which of the following English words begin/end with a fricative? (adapted from Carr 2012: 11) psychology round plot philosophy think xylophone whale use epitaph half halve hash haze phase path cuts sheep seventh messiah hour swim

5. Write the phonemic symbols for the following characterizations and illustrate with two English words:

1. A voiceless dental fricative: [ ] a) b) 2. A glottal fricative: [ ] a) b) 3. A voiced post‐alveolar affricate: [ ] a) b) 4. A voiceless alveolar fricative: [ ] a) b) 5. A voiced labiodental fricative: [ ] a) b)

6. Provide minimal pairs that illustrate how the pairs of plosive and fricative consonants change the word meaning (e.g. bad – bat):

Pairs of consonants Initial position (CV) Final position(VC) [k] and [g] [v] and [f] [θ] and [ð]

[tʃ] and [dʒ]

[tʃ] and [ʃ] [p] and [b] [t] and [d] [s] and [z]

7. Compare and transcribe the following words phonemically and phonetically (adapted from Tench 2011: 44‐45):

Word Phonetic transcription Phonemic transcription Cheek [ ] [ ] Chic [ ] [ ] Catch [ ] [ ] Cash [ ] [ ] Porch [ ] [ ] Porsche [ ] [ ] Which [ ] [ ] Witch [ ] [ ] Richard [ ] [ ] George [ ] [ ] College [ ] [ ] Collage [ ] [ ] Marriage [ ] [ ] Mirage [ ] [ ] Vestige [ ] [ ] Prestige [ ] [ ] Ethics [ ] [ ] Essex [ ] [ ] Caesar [ ] [ ] Seizure [ ] [ ]

8. Read the extract from the film The Pink Panther (2006), where the Pink Panther and inspector Clouseau are having a conversation (the extract is taken from http://www.hltmag.co.uk/dec10/less03.htm). Underline the words that are pronounced with [tʃ] and [dʒ]. What problem of pronunciation is illustrated in the extract? What advice could you give to pronounce the sounds in a correct way?

C: It is fish and chips for lunch. PP: Ships? I can‘t eat ships, they‘re too big! C: I said chips, you know, fried potatoes! PP: Oh, I see, chips with a CH, not ships with an SH. C: That‘s right, you‘re a genius! PP: Was the fish expensive? C: No, it was cheap. PP: Jeep? You bought a jeep? C: No, cheap, the opposite of expensive. PP Oh, I see, cheap with a CH, not jeep with a J!

9. Listen to Michael Jackson’s Earth Song. Comment on the pronunciation of what. Is the sound pronounced the same as in the words were, was, weeping, etc., and why? (the song extract is taken from http://www.youtube.com/watch?v=C1lbOgBtE3w)

Earth Song

What about sunrise What about rain What about all the things That you said we were to gain.. . What about killing fields Is there a time What about all the things That you said was yours and mine... Did you ever stop to notice All the blood we've shed before Did you ever stop to notice The crying Earth the weeping shores?

Your comment: ______

10. Read the following tongue twisters. What articulatory problems arise? Why? (tongue twisters are taken from http://www.uebersetzung.at/twister/en.htm)

The thirty‐three thieves thought that they thrilled the throne throughout Thursday.

Hercules, a hardy hunter, hunted a hare in the Hampshire Hills. Hit him on the head with a hard, hard hammer and he howled horribly!

Lenny Lou leopard led leprechauns leaping like lemmings.

Rory the warrior and Roger the worrier were reared wrongly in a rural brewery.

Chester Cheetah chews a chunk of cheep cheddar cheese.

Online resources

1. The pronunciation of fricative consonants. http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html 2. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7 3. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714/? site_locale=en_US¤tResourceID=2491744¤tProjectID=5629545 4. Pronunciation of two uncommon fricatives (e.g., which, huge). http://www.phonetics.ucla.edu/course/chapter1/others.html 6. Vowel shortening before voiceless final fricatives. http://www.phonetics.ucla.edu/course/chapter3/shortening.htm

Study questions

1. What are the fricative and affricate consonants of English? 2. What are the characteristics of fricatives? 3. What are the main features of affricates? 4. What is the specific quality of the glottal h? 5. What is the place of articulation of the two English affricates? 6. What is the important feature of all fortis consonants? 7. How do fortis consonants differ from lenis consonants? 8. What sound is produced by some speakers of English in words which orthographically begin with wh? What is its phonetic symbol? 9. What is glottalization? When does it occur? What is the symbol for the glottal stop? 10. How many affricates are distinguished in the Lithuanian language?

NASAL (m, n, ŋ) AND APPROXIMANT 7 (l, r, w, j) CONSONANTS OF ENGLISH

Readings Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 46‐55.

Key terms

Approximant (l, r, w, j) Bilabial Lateral (l) Minimal pair Morpheme Nasal (m, n, ŋ) Palatal Production of nasals: air intake → closure → lowered soft palate → partially closed vocal folds → air escapes though the nose → nasal sound Production of approximants: air intake → articulators approach slightly or do not touch each other → partially closed vocal folds → air passes over the surface / along the sides of the tongue → approximant sound Retroflex Rhotic/non‐rhotic accent

Practice 1. Identify (1) the place of articulation and (2) the nasals/approximants pronounced in the diagrams below and (3) give examples of English words beginning with these sounds. A

(1)______

(2)______

(3)______

(1)______

(2)______

(3)______

(1)______

(2)______

(3)______

(1)______

(2)______

(3)______

2. Comment on the pronunciation of ng in medial and final positions in the words below and give your examples:

Pronunciation Other examples No Word Commentary of ng illustrating the rule

1 Wrong [ ]

2 Wronger [ ]

3 Hang [ ]

4 Hanging [ ] [ ]

5 Jungle [ ]

6 Jungly [ ]

7 Extinguishing [ ] [ ] (You may listen to the pronunciation of the words on http://www.howjsay.com/index.php?)

3. Provide examples for the two allophones of [l] in initial, medial and final positions in English:

Dark [l] Clear [l] Initially Medially Finally Initially Medially Finally

4. Read the tongue twisters as quickly as possible. Pay a particular attention to the pronunciation of the nasals and approximants. Identify whether the sound [l] is dark or light (the tongue twisters are taken from http://www.odps.org/glossword/index.php?a=term&d=9&t=399):

You‘ve no need to light a night‐light On a night like tonight, For a night‐light‘s light‘s a slight light, And tonight‘s a night that‘s light.

Luke's duck likes lakes. Luke Luck licks lakes. Luke's duck licks lakes. Duck takes licks in lakes Luke Luck likes. Luke Luck takes licks In lakes duck likes.

Red lorry, Yellow lorry, Red lorry, Yellow lorry.

5. Visit the websites of BBC (http://www.bbc.co.uk/tv/) and CNN (http://edition.cnn.com/video/). Listen to the 3 reports on a similar topic (e.g., weather, politics, art, etc.). Focus on the pronounciation of the sound [r], present and exemplify your findings:

Internet address and title of the Commentary and examples audio/ video report 1.

BBC

CNN

Summarizing statement

6. Create or find 5 advertising slogans with the emphasis on the nasals and approximants e.g., M&Ms melt in your mouth, not in your hand; What we want is Watney's:

Slogan Commentary on the alliteration of the chosen consonants

7. Revision of English consonants. Fill in the table below with the appropriate consonants:

Labio Post Bilabial Dental Alveolar Palatal Velar Glottal dental alveolar

Plosives

Nasals

Fricatives

Affricates

Lateral

Approximants

8. Circle the words (based on Ladefoged 2001: 19):

1. beginning with a labiodental consonant fat cat that mat chat vat

2. beginning with a dental consonant pie guy shy thigh thy high

3. beginning with a post‐alveolar consonant sigh shy tie thigh thy lie

4. ending with a fricative race wreath bush breathe bang rave rose raugh

5. ending with a nasal rain rang dumb deaf

6. beginning with a lateral nut lull bar rob one

7. beginning with an approximant we you one nun huge only

8. ending with an affricate much back edge ooze itsy‐bitsy

9. Define the sounds in bold according to their voicing, place and manner of articulation (adapted from Ladefoged 2001: 20):

Voiced/ Place of Manner of Sound voiceless articulation articulation Example: [ d ] Voiced Alveolar Plosive Adder Brother [ ] Ringing [ ] Etching [ ] Robber [ ] Ether [ ] Pleasure [ ] Hopper [ ] Telling [ ] Funny [ ] Lodger [ ] Youth [ ] Arrow [ ] Lower [ ]

Online resources

1. The pronunciation of nasals and approximants. http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html

2. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7

3. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714/? site_locale=en_US¤tResourceID=2491746¤tProjectID=5629545

4. Allophones of [l] in British English. http://www.phonetics.ucla.edu/course/chapter3/lallaphone.htm

5. On the rhotic and non rhotic accents of English. http://www.videojug.com/film/how‐to‐do‐accents

6. Quizz on consonants. http://www.funtrivia.com/playquiz/quiz29394221a6e58.html

Study questions

1. Which English consonants are continuants? 2. What is the main feature of nasal consonants? 3. Which nasal sound gives considerable problems to foreign learners? 4. Which are the positions where ŋ never occurs? 5. Which are the typical positions of ŋ? 6. Which are the positions where ŋ occurs without the following g sound? 7. What are the articulation features of the l sound? 8. What are the different realizations of the l sound? 9. What are the distributions of the different realizations of the l sound? 10. When is l devoiced? 11. What sounds are called approximants? 12. How r is produced in English? 13. What tongue shape is called retroflex? 14. Why is r described as post‐alveolar? 15. What is the position of the lips in the articulation of the r sound? 16. What is the distributional peculiarity of r? 17. Which are the accents where r occurs in final position or before a consonant? 18. Is BBC English a rhotic accent? 20. Why are j and w called consonants although phonetically they are like vowels? 21. How can it be proved that w and j are consonants? 22. Are j and w ever made with friction?

8 THE SYLLABLE

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 56‐63.

Key terms

Ambisyllabic Coda/ zero coda Consonant cluster Maximum onsets principle Minimum syllable Onset/ zero onset Peak Phonotactics Rhyme

Practice

1. How many syllables are there in the following words? 1. Straw 2. Straight 3. Contain 4. Lengths 5. Handmade 6. Radio 7. Democratic 8. Characteristically 9. Antidisestablishmentarianism 10. Pneumonoultramicroscopicsilicovolcanoconiosis

2. Give three English words for the following:

Minimum syllable

Syllable with ONSET

Syllable with CODA

Syllable with ONSET and CODA

3. Give one example with initial 3 consonant clusters:

Initial Postinitial l r w j S p t k

4. Provide examples with the following (a) onset, (b) coda and (c) syllable structures:

(a) onsets Structure Example Your examples CV cat CCV train CCCV spring

(b) codas

Structure Example Your examples VC at VCC act VCCC text VCCCC texts

Structure Example Your examples V a CVC cat CCCVC stripe CVCC salt CCVCC planned CVCCC tenths CCVC stop

5. Could the following sound clusters be possible words in English? Why yes/not?

1. [spmɔ:lt] 2. [stnɜ:t] 3. [ŋɔ:] 4. [rəʊh] 5. [bʊj] 6. [stli:k] 7. [tekstsd]

Invent your example of an impossible word in English and comment on your choice.

Word:

Comment:

6. Analyze the syllable structure of the following words: to, asked, straw, eat, east, snow, texts.

Transcription:

1. [ ] 2. [ ] 3. [ ] 4. [ ] 5. [ ] 6. [ ] 7. [ ]

Syllable structure:

ONSET PEAK CODA Pre Post Initial Vowel Prefinal Final Postfinal 1 Postfinal 2 Postfinal 3 initial initial

7. Which syllable division of the word extra is the most acceptable for you? Why?

a. E.kstrə b. Ek.strə c. Eks.trə d. Ekst.rə e. Ekstr.ə

8. When languages come into contact they often borrow words from each other. However, the pronunciation of the borrowed words is usually different from the pronunciation in the source language because the word is changed according to the phonological, graphological and morphological rules of the borrowing language (e.g. English Shakespeare is Lithuanian Šekspyras). For example, Hawaiian, differently from English, has only 8 consonants, fewer vowels, and the syllables of this language always end in a vowel. Foreign borrowings are thus simplified and adapted to the phonology of Hawaiian. Consider the following borrowings from English into Hawaiian and answer questions 1‐5 below: (adapted from http://clas.mq.edu.au/units/tutorials/phoneme_allophone.pdf and http://www.ling.upenn.edu/courses/ling102/homework1.pdf)

English word English pronunciation Hawaiian word Albert ælbət ʔalapaki Ticket tɪkɪt kikiki Soap səʊp kopa Beer bɪə pia Wharf wɔ:f uapo Brush brʌʃ palaki Story stɔ:ir kole School sku:l kola Wine waɪn waina Rice raɪs laiki Bell bel pele Flour flaʊə palaoa Zodiac zəʊdiæk kokiaka Thousand θaʊzənd kaukani Palm pɑ:m paama Elephant ɛləfənt ʔelepani

1. Divide English and Hawaiian words into syllables. What are the four possible structural types of Hawaiian syllables? How do they differ from/are similar to English?

2. List the English consonants for which Hawaiian [p] is used. What do they have in common?

3. List the English consonants for which Hawaiian [k] is used. What do they have in common?

4. Fill in the consonant/vowel correspondence table below. Comment on the changes.

5. What would be Hawaiian borrowing for English oak, merry, and tea?

Consonants Vowels English Hawaiian English Hawaiian

Your comments: ______

Online resources

1. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7

2. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714? currentResourceID=2491747¤tProjectID=5629545

3. On English syllable structure. http://cla.calpoly.edu/~jrubba/phon/syllables.html

4. On English syllables. http://dingo.sbs.arizona.edu/~hharley/PDFs/WordsBook/Chapter3.pdf

5. Exercise on syllable structure. http://cla.calpoly.edu/~jrubba/phon/syllables_exercise.html

7. Video on vowels, consonants and syllables in British English pronunciation. http://www.youtube.com/watch?v=SjbG85eMqkU&list=SP67CF2C29C5D476A3

Study questions

1. How can a syllable be defined phonetically and phonologically? 2. What are the two sorts of initial two‐consonant clusters in English? 3. What are the possible initial three consonant clusters in English? 4. What is the maximum number of consonants in final position? 5. Does consonant [r] occur as a final consonant in BBC pronunciation? 6. Can h,w,j be final consonants in English? 7. What are the two sorts of two‐consonant final clusters? 8. What are the two types of final three‐consonant clusters? 9. What is the maximum phonological structure of the English syllable? 10. Are coda and onset obligatory or optional elements of the syllable?

9 STRONG AND WEAK SYLLABLES

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 64‐72.

Key terms

Elision Intonation Syllabic consonant (l, m, n, ŋ, r) Strong syllable Schwa (ə) Weak syllable

Practice 1. Mark which syllables are weak (W) and strong (S) in the following words:

Celtic Marker Provide Renovate Report Carmelite Aloud Yesterday Aaron Supersede Albatross Occur Pencil Pretend Precious

2. Transcribe and pronounce the place names below. Mark weak/ strong syllables. Check your answers in the dictionary.

Cambridge [ ] Canberra [ ] Dundalk [ ] Featherstonehaugh [ ] Illinois [ ] Kosciusko [ ] New Orleans [ ] Quebec [ ] Woolfardisworthy [ ]

3. Provide examples for the different spellings of the schwa sound in weak syllables:

Common spellings Example Your examples Transcription of [ə]

1. 1. Aback ‘a’ 2. 2. [ə'bæk] 3. 3.

1. 1. Solar ‘ar’ 2. 2. ['sə lə] ʊ 3. 3.

1. 1. Consulate ‘ate’ 2. 2. ['k nsj lət] ɒ ʊ 3. 3.

1. 1. Today ‘o’ 2. 2. [tə'de ] ɪ 3. 3.

1. 1. Tutor ‘or’ 2. 2. ['tju:tə] 3. 3.

1. 1. Statement ‘e’ 2. 2. ['ste tmənt] ɪ 3. 3.

1. 1. Longer ‘er’ 2. 2. ['l ŋgə] ɒ 3. 3.

1. 1. Subdue ‘u’ 2. 2. [səb'dju:] 3. 3.

1. 1. Thorough ‘ough’ 2. 2. ['θ rə] ʌ 3. 3.

1. 1. Jealous ‘ou’ 2. 2. ['dʒeləs] 3. 3.

4. Read the words aloud and transcribe them. Provide your examples with the weak vowels [i], [u], [ə]: Word Transcription Your examples Coffee City Graduate To own Better Darkness Liverpool

5. Mark which syllables are strong (S) and weak (W) in the content words below. Transcribe the sentences paying a particular attention to the vowels [ə], [i] and [u] in weak syllables (adapted from Knutsson 2002: 15‐19):

1. The nicer woman agreed about the doctor.

2. Beggars, bums and martyrs offend London’s population.

3. The quickest villagers improved their excuses.

4. Return before the women’s departure.

5. Due to influenza, evacuation was announced.

6. Read aloud, transcribe the words below and mark the syllabic consonants; give your examples with the syllabic consonants: Word Transcription Your examples Rattle Rattling Pistol Cotton Tarzan Frightening Open Particular Letter Bottom Single Veteran Happen Hungary

7. Read aloud the transcribed passage (a), mark and carefully pronounce the syllabic consonants; read aloud the passage (b) and identify all the possible syllabic consonants in it (the extracts are taken from Lecumberri and Maidment 2000: 40‐43):

/'meni 'kʌntriz əv ɪntrə'dju:st 'dʒʊəriz / ðɪs ɪz 'dʌn ɪn ən ə'tempt tə 'brɪŋ

'dʒʌstɪs 'kləʊsə tu 'ɔ:dɪnəri pi:pl / səʊ ðət wi 'ɔ:l teɪk 'pɑ:t ɪn ði 'æplɪkeɪʃn əv ðə lɔ: / ɪn 'sʌtʃ 'kʌntriz / 'dʒʊərəz ə 'rændəmli sə'lektɪd frəm ði i'lektərəl 'sensəs / ənd hu'evər ɪz 'tʃəʊzn hæz ði ɒblɪgeɪʃn tu 'ækt əz ə 'dʒʊərər / ɪn eni 'keis ðət gəʊz 'ʌp ə 'traəl ɪn ðə 'ləʊkl 'kɔ:ts / ðɪs ɪz 'nəʊn əz 'dʒʊəri 'sɜ:vɪs/ 'fɪfti:n 'pɜ:snz ər ə'pɔɪntɪd / frəm hu:m 'twelv wɪl hæv tə teɪk 'pɑ:t ɪn ə 'traəl / ðə di'fens kn ri'dʒekt ʌp tə 'θri: 'kændɪdeɪts ɒn 'dɪfərənt 'graʊndz / sʌtʃ əz bi:ɪŋ 'predʒʊdɪst əgenst ðə di'fendənt / wʌns juv bi:n 'tʃəʊzn / ðəz 'lɪtl 'tʃɑ:ns əv bi:ɪŋ 'eɪbl tə get 'aʊt əv ɪt /

It is a widely held belief that whenever two English people meet, they will start talking about the weather. I am not sure that is entirely true, but I can see the reason why the English should be so interested in this subject. For one thing, English society is one which, unlike some others, doesn’t easily tolerate total silence, even between strangers. The exception to this is, of course, when the English are on trains. It is another supposed typical trait of the national character that the English never speak to another on a train. Apart from this, the weather makes a nice neutral topic of conversation for a few minutes. One cannot blame anybody for the weather, so talking about it is unlikely to cause any ill‐feeling. You can, of course, blame the weather forecasters for getting their predictions wrong and the English frequently do this. The other thing about the weather in England is that it is certainly worth talking about. Things change so rapidly here. You can experience three or more different types of weather in a single day. Quite recently I left home early in the morning and drove to the station in terrible fog and frost. By the middle of the morning it was sunny and warm, but I came home in the evening and had to drive through an awful storm with wind, rain, thunder and lightning.

Online resources

1. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7

2. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714? currentResourceID=2491748¤tProjectID=5629545

5. On the short vowel schwa. http://www.youtube.com/watch?v=AbYVN077‐‐M

6. Song illustrating syllabic consonants. http://allphonetics.blogspot.com/2011/10/logical‐song‐for‐syllabic‐consonants.html

7. Article on the reasons of studying phonetics for group discussion. http://www.llas.ac.uk/resources/paper/3341

Study questions

1. What factors are important to the distribution of strong and weak syllables? 2. How do weak syllables differ from strong ones? 3. Which vowels cannot occur as a peak of strong syllables? 4. Which vowels can stand as a peak of weak syllables? 5. What is the most frequently occurring vowel in English, found in weak syllables? 6. What are the characteristics of schwa? 7. Why the distinction between short [ɪ]/ [ʊ] and long [ɪ:]/ [u:] is neutralized in weak syllables? What symbols are used to represent the two sounds? 8. What are the syllabic consonants of English? What is their phonological representation? 9. In what contexts do syllabic consonants occur? 10. Is it possible to find several syllabic consonants together?

10 STRESS PLACEMENT IN SIMPLE WORDS

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 73‐81.

Key terms

Complex/derivative word Compound word Simple word Stress (primary, secondary, unstressed) Pitch Prominence

Practice

1. Which syllables in the following nonce‐words are stressed? How do you know?

1. Lalalala 3. Jarajeirajara 2. Acronicronacron 4. Neeneneene

Your comment: ______

2. Which syllables in the words below carry primary and secondary stress and which are unstressed?

Tomato Mother Novella Talisman Iconography Aloud Beta Deacon Tamagotchi Ornament Oppression Motive Apartment Alarm Ichthyology

3. Which words are simple, complex (derivative) and compound?

Lithuanian Approach First‐class Bald Catdog Navigation Spiderman Arrow Irregular Provide Greenhouse Typewriter Uncertainty Renew Police

4. In English, word stress is not decided in relation to the syllables of the word, whereas in some languages, stress placement is predictable. For example, in Czech, stress always falls on the first syllable of the word. Carry out an investigation of the languages that you know and present your findings about the predictability of stress placement in them:

Language Stress placement rule Examples

Lithuanian

Russian

French

German

Polish

Latvian

...

5. Stress the two‐syllable words, provide an explanation for your decision and give your own examples:

Word Word Explanation of stress placement Other examples class

1. tutor Verb 2. contain

1. lonely Adjective 2. concrete

1. cartoon Noun 2. process

6. Stress the three‐syllable words, provide an explanation for your decision and give your own examples:

Word Word Explanation of stress placement Other examples class 1. abolish Verb 2. testify 1. innocent Adjective 2. arrogant 1. corridor Noun 2. dynamite

7. Arrange the words according to their stress pattern (S – strong syllable; W – weak syllable):

Determine Resurrect Disaster Capital Abashed Purchase Boring Tattoo Cargo Seldom Appetite Dominate Potato Dolores Allow Panama Mandarin Entertain Hurry Appliance

Stress SW WS SWW WSW WWS patterns

Words

8. Place a stress mark and transcribe the following names and place names. Check your answers on http://www.fonetiks.org/nameseng.html

1. Eleanor [ ] 2. Penelope [ ] 3. Irene [ ] 4. Sean [ ] 5. Matthew [ ] 6. McGuiness’ [ ] 7. Leicester [ ] 8. Melbourne [ ] 9. Washington [ ] 10. Venice [ ] 11. Ireland [ ] 12. Niagara Falls [ ]

13. European [ ] 14. Malaysia [ ] 15. Tunisia [ ] 16. Venezuela [ ] 17. Singapore [ ] 18. Madagascar [ ] 19. The Philippines [ ] 20. Kuwait [ ]

9. Create a poem containing one‐, two‐, and three‐syllable nouns, verbs, adverbs and adjectives. Place stress marks on the words:

Poem structure Your poem ______Title ______Noun Noun Noun Adverb Adjective Noun ______Verb Verb Verb Verb ______Noun ______

10. Revision of terms. Complete the crossword puzzle.

Across: Down: 1. A little lump of soft tissue in the back of 2. The “roof of the mouth” or ... your mouth dangling from the end of soft 4. A type of consonant consisting of a plosive palate. followed by a fricative with the same place of 2. The centre of the syllable is ... articulation. 3. The writing down of a spoken utterance 5. Covers language differences in such things as using a suitable set of symbols. vocabulary and grammar. 7. This term is used to describe varieties of 6. A consonant articulated with contact between English pronunciation in which the r one or both of the lips and the teeth. phoneme is found in all phonological 8. When two sounds have the same place of contexts. articulation they are said to be ... 10. The scientific study of speech. 9. A type of consonant which is made by forcing 13. The class of sound which makes the least air though a narrow gap so that a hissing noise is obstruction to the flow of air. generated. 15. A sound made with both lips. 11. A vowel glide with three distinguishable vowel qualities. 12. This term refers to the end of a syllable. 14. The best‐known fictional phonetician, the central male character of Shaw’s Pygmalion and of the musical My Fair Lady.

15 6

14 11 9

8 10

1 5 3 4 12

Online resources

Study questions

1. What are the production characteristics of stressed syllables? 2. What are the sound characteristics of stressed syllables? 3. What makes a syllable prominent? 4. What kinds of stress analysis are there? 5. How can stress placement be identified? 6. How is the strongest kind of stress, primary stress, achieved? 7. What is the secondary level of stress? 8. How is secondary stress represented in transcription? 9. What is the third level of stress? 10. Which unstressed syllables will sound more prominent: those containing the vowels that are typical of weak syllables or those containing some other vowel? 11. What criteria should be used to decide on the placement of stress? 12. Once stress placement rules are so complex and have so many exceptions, what should learners do? 13. Can weak syllables be stressed? 14. What are the conditions under which stress patterns can change in two syllable and three syllable words?

11 STRESS PLACEMENT IN COMPLEX WORDS

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 82‐88.

Key terms

Affix Monosyllabic words Polysyllabic words Prefix Root Stem Suffix Variable stress Word‐class pairs

Practice 1. Choose the correct prefix for the words given below. Put stress marks on both forms. Explain your choice for the stress placement.

dis‐, il‐, im‐, in‐, ir‐, mis‐, mal‐, over‐, post‐, re‐, un‐

Example: A'gree disa'gree

Logical Possible Decorate Correct Responsible Pleasant Place Function Certain Graduate Open Eat

2. Mark the primary and secondary stress on the following words with prefixes. Explain your choice for the stress placement (adapted from Hewings 2007: 36):

Hypertext Hyperspace Hyperactive Hypersensitive Interplay Interchange Interactive Interchangeable Counterpart Counterclaim Counterintelligence Counterproductive Subsection Subtext Subconscious Subtropical Supermodel Superman Supernatural Supersensible

3. Fill in the table by providing your own examples of words with suffixes. Mark the primary and secondary stress on the words where necessary. Explain your choice for the stress placement. You can consult English words by suffix (http://en.wiktionary.org/wiki/Category:English_words_by_suffix) i. Suffixes carrying the primary stress themselves

‐ain ascertain (verbs only) ee awardee eer auctioneer ese Vietnamese ette caravanette esque carnivalesque ique mystique

ii. Suffixes that influence stress in the stem (primary stress on the last syllable of the stem)

eous courageous graphy scenography ial doctorial ic bureaucratic ion reincarnation ious auspicious ive argumentative ty ablativity

65 iii. Suffixes that do not affect the stress placement

able achievable age blockage al aspirational en heighten ful harmful ing gliding ish brownish like adultlike less bottomless ly adoringly ment fulfilment ness baldness ous monotonous fy historify wise clockwise y cheesy

4. Read the following pairs of words aloud. Decide where the main stress is in the first word and if it stays on the same syllable in the second word, or moves. Mark the stress (adapted from Vaughan‐Rees 2002: 46‐47): enigma → enigmatic estimate → estimation consult → consultant refer → referral refuge → refugee capable → capability joy → joyous address → addressee telephone → telephonic picture → picturesque astronomy → astronomical harm → harmless approve → approval consult → consultancy glory → glorify poison → poisonous admire → admiration meaning → meaningful victory → victorious journal → journalese

5. Mark the primary and secondary stress on the following compound words. Pay a special attention to exceptions. Explain your choice for the stress placement (adapted from Hewings 2007: 38‐40): i ladybird teapot shopkeeper house‐hunting handwriting distance learning waiting‐room dressing gown defining moment search party control tower think tank absolute zero hot potato red herring global warming ever‐changing good looking

ii. time‐consuming fund‐raising fee‐paying flatfooted age‐related drug‐induced battle‐hardened alcohol based pear‐shaped secondhand one‐armed first‐class northeast southwest downstream down‐grade back‐pedal ill‐treat

6. Mark the primary and secondary stress on the following phrases (adapted from Flecher 1990, http://ebookbrowse.com/longman‐pronunciation‐dictionary‐study‐guide‐pdf‐d211100555):

Mid‐day a mid‐day sun Right‐hand a right‐hand side Soft‐hearted a soft‐hearted couple Overseas an overseas posting Good‐tempered a good‐tempered child

7. Practice pairs of words with different stress by doing exercises 3943 in Longman Pronunciation Dictionary Study Guide by Flecher, 1990: 24‐26. http://ebookbrowse.com/longman‐pronunciation‐dictionary‐study‐guide‐pdf‐d211100555

Online resources

1. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7

2. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714/ ?site_locale=en_US¤tResourceID=2491750¤tProjectID=5629545

3. Common prefixes in English. http://grammar.about.com/od/words/a/comprefix07.htm

4. Common suffixes in English. http://grammar.about.com/od/words/a/comsuffixes.htm

5. Compound adjective. http://grammar.about.com/od/c/g/compadjterm.htm

6. Compound noun. http://grammar.about.com/od/c/g/compnounterm.htm

7. Compound words. http://englishwithjennifer.wordpress.com/2009/11/09/student‐stumper‐11‐compound‐words/

Study questions

1. Is there a rule of regularity in English word stress? 2. What are the conditions under which stress patterns can change in words? 3. What are complex words? 4. Why is it difficult in English to decide whether a word should be treated as simple or complex? 5. What are the two major types of complex words? 6. What are the effects of affixes on word stress? 7. What are the problems with some complex words when we divide them into stem and affix? 8. What is stem? 9. What is root? 10. Which are the productive suffixes that carry the primary stress? 11. Which suffixes influence stress in the stem through shift to another syllable in the stem? 12. What suffixes do not affect stress placement? 13. What is the effect of prefixes on stress placement? 14. What are the rules of stress placement in compound words? 15. What are the reasons for variation in stress position in word‐class pairs?

12 WEAK FORMS

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 89‐96.

Key terms

Content words Contracted forms Function words Sentence stress Strong forms Weak forms Word stress

Practice

1. Fill in the table. List grammatical categories which are attributed to content and function words. Give two examples of each grammatical category:

Content words Function words (‘lexical’ words) (‘grammar’ words, ‘form’ words) Nouns Articles ……….. …………. ……….. ………….

2. Transcribe the following sentence. Underline the function words and comment on the transcription choices of the weak/strong forms of the function words (adapted from Tench 2011: 111):

That man said that all that rain that fell yesterday was enough to fill that reservoir that we saw.

3. Complete the table. Check your answers in the dictionary (adapted from Collins and Mees 2003: 17). Write the title of the dictionary that you used:

Essential Weak Forms Class Word Strong form Weak form [eɪ] (before consonants), [ə] (before consonants), a, an [æn] (before vowels) [ən] (before vowels) Determiners the some and as [æ z] Conjunctions than that but [b ə t] at [æ t] [ə t] for Prepositions from of to [t ʊ] or [t u:] am are Verb to be is was were has Auxiliary verb have have had [də] (before consonants), [du] do [du:] (in final position) before vowels does can Other auxiliary will verbs shall [ʃ æ l] (in final position) would should [məs] (before consonants), must [məst] (before vowels) he she you we Pronouns his her your him us [ ʌs] them that

4. Transcribe the following words and comment on the transcription choices of the weak/strong forms of the function words (adapted from Tench 2011: 111‐112)

Word Transcription Word Transcription a coffee an ice cream a grape an orange a hotel an inn a useful thing an ugly scene the rain the ice the morning the afternoon the night the evening the hotel the hour the usual the unusual some sugar some animal some money some woman some time some man some coffee some child

5. Transcribe the following contracted forms: aren’t [ ] weren’t [ ] don’t [ ] doesn’t [ ] shan’t [ ] won’t [ ] can’t [ ] mustn’t [ ] daren’t [ ] there’s [ ] there’re [ ] there’ll [ ] there’d [ ] I’d [ ] you’d [ ] he’d [ ] she’d [ ] we’d [ ] they’d [ ] I’ll [ ] you’ll [ ] he’ll [ ] she’ll [ ] we’ll [ ] they’ll [ ] it’ll [ ] I’ve [ ] you’ve [ ] he’s [ ] she’s [ ] it’s [ ] we’ve [ ] they’ve [ ] I’m [ ] you’re [ ] he’s [ ] she’s [ ] we’re [ ] they’re [ ]

6. Transcribe the following sentences. Mark the stressed syllables, underline weak/strong forms of function words and explain the reasons of the use of weak/strong form of the function word:

1. I gave it to her not to you. ______

2. I waited for him/her for an hour. ______

3. What are you looking at? ______

4. I am looking at the girl in a red dress. ______

5. You are taller than your brother. ______

6. He can play tennis well, but I can too. ______

7. Where do you come from? ______

8. I come from Lithuania. ______

9. You should have let me know before leaving for London. ______

10. I must complete the assignment on time. ______

11. They met some years ago and became friends. ______

12. Can I have some more tea? ______

13. How long have you been waiting there? ______

14. I don’t like that music at all. ______

15. You said that you were not coming to the party on Friday. ______

7. Listen to an excerpt from Pride and Prejudice by Jane Austen on http://www.youtube.com/watch?v=2EbuDkyWkP0. Mark the sentence stress and underline weak /strong forms of function words on the transcript provided below. Explain the reasons of the use of weak/strong form of the function word (the text is taken from http://www.bibliomania.com/0/‐/frameset.html).

It is a truth universally acknowledged, that a single man in possession of a good fortune must be in want of a wife. However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered as the rightful property of some one or other of their daughters. "My dear Mr. Bennet," said his lady to him one day, "have you heard that Netherfield Park is let at last?" Mr. Bennet replied that he had not.

"But it is," returned she; "for Mrs. Long has just been here, and she told me all about it." Mr. Bennet made no answer. "Do not you want to know who has taken it?" cried his wife impatiently. "You want to tell me, and I have no objection to hearing it." This was invitation enough. "Why, my dear, you must know, Mrs. Long says that Netherfield is taken by a young man of large fortune from the north of England; that he came down on Monday in a chaise and four to see the place, and was so much delighted with it that he agreed with Mr. Morris immediately; that he is to take possession before Michaelmas, and some of his servants are to be in the house by the end of next week." "What is his name?" "Bingley." "Is he married or single?" "Oh! single, my dear, to be sure! A single man of large fortune; four or five thousand a year. What a fine thing for our girls!"

Online resources

Study questions

1. What are content words? 2. What are function words? How else can we call them? 3. What is the difference between strong and weak forms? 4. Do all words in English have strong and weak forms? 5. Is it possible to use only strong forms in speaking? 6. Why is it important to learn how weak forms are used? 7. Are contracted forms weak or strong? 8. How are the words which have strong and weak forms called? 9. Are these words more frequently pronounced in their weak or strong forms? What does it depend upon? 10. In what context are strong forms accepted?

13 ASPECTS OF CONNECTED SPEECH

Readings

Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. 134‐149.

Key terms

Assimilation (manner, place, voice) Close juncture Coalescent assimilation Elision External open juncture Foot Intrusive r Juncture Linking Linking r Progressive assimilation Regressive assimilation Rhythm Stress‐timed rhythm Syllable‐timed rhythm Zero realization

Practice 1. Divide the following sentences up into feet, using a single vertical line (|) as a boundary symbol:

1. We are planning to go to Japan for Christmas. 2. John thinks of joining the Red Cross organization after graduating from the university. 3. Why are looking at her like that? 4. Who are the top mountaineers in the world? 5. Sir James Black made a number of contributions in cardiology.

2. Draw tree diagrams of the rhythmical structure of the following words and phrases:

1. publish 2. escalator 3. sunglasses 4. thirty children 5. thirty children playing games

3. Following the rules of assimilation, underline the phoneme that is realized differently as a result of being near some other phoneme belonging to a neighbouring word, write the transcription of the phrase and indicate the type of assimilation. The first is done for you (adapted from Bowler and Cunningham 2001: 52; English Phonology and PhoneticsAssimilation http://www.scribd.com/doc/6589044/English‐Phonology‐and‐Phonetics‐Assimilation; Kelly 2001: 109‐110; Collins and Mees 2003: 106): i. [t] changes to [p] before [m] [b] or [p]

white magic → [waɪp regressive assimilation of place mædʒɪk] light music → bright moon → that man → fat boy → white bread → light blue → white paper → footpath → that person → ii. [t] changes to [k] before [k] or [g]

white coffee → short cut → credit card → street credibility → white gloves → cut glass → that girl → fat goat → bright green → iii. [d] changes to [b] before [m] [b] or [p]

Good morning → grand master → red mask → blood bank → red brick → good boy → hard path → bad pain → red pepper →

76 iv. [d] changes to [g] before [k] or [g]

bad cold → second class → red cross → sand castle → hard copy → red gate → kid‐gloves → good girl → closed game → field glasses → v. [n] changes to [m] before [m] [b] or [p]

in March → ten men → open market → gone back → chicken breast → green bean → down payment → pen pal → tin plate → vi. [n] changes to [ŋ] before [k] or [g]

painkiller → one cup → green card → open court → roman calendar → green grass → main gate → common ground → action group → iron curtain → vii. [s] changes to [ʃ] before [ʃ] or [j]

nice shoes → spaceship → bus shelter → dress shop → nice shirt → this shiny one → this year → those years → nice yacht → this yogurt →

77 viii. [z] changes to [ʒ] before [ʃ] or [j]

those shops → these shoes → rose show → these sheep → cheese shop → news sheet → wise youngster → Where’s yours? → is young → is youthful → ix. [θ] changes to [s] before [s]

fifth season → bath salts → birth certificate → earth science → both sides → both sexes → fourth summer → north south → fifth set → bath seat → x. Yod coalescence. [t] merges with [j] to produce [tʃ]; [d] merges with [j] to produce [dʒ]

suit yourself → last year → Didn’t you…? → what you need → I bet you → Would you …? → Could you…? → Did you…? → educate → you had yours →

4. Do the gap filling exercise on Yod Coalescence on http://davidbrett.uniss.it/phonology/notes%20and%20exercises/yod%20coal/yodCloze/ yodCloze.html.

5. Fill in the table providing examples of the assimilation of manner and the assimilation of voice.

Assimilation of manner Assimilation of voice 1. 2. 3. 4. 5.

6. Fill in the table providing examples of different cases of elision.

Loss of weak vowel Loss of weak vowel Avoidance of complex Loss of final [v] in after [p], [t], [k] before [n], [ l] or [r] consonant clusters; loss of [t] “of” before [d] in consonant sequences consonants

7. Read the following words and word combinations in full form and in the form reduced by elision, dropping the sounds [t] and [d]. Write the transcription of the full form and the form used in a rapid connected speech (adapted from Karnevskaya, Misuno and Rakovskaya 2005: 57):

The word Transcription of the full Transcription of the form reduced form by elision (rapid connected speech) firstly handgrip handmade landmark land‐breeze mindful sandbag sandstone sandstorm bandsman bandmaster bandbox handshake

8. Read the following word combinations and phrases. Mark the “linking r” and the phoneme it links with (adapted from Karnevskaya, Misuno and Rakovskaya 2005: 55): father‐in‐law after all clutter of cats mother‐in‐law for example litter of pigs daughter and son for instance muster of peacocks brother and sister more important pair of horses mother and father bigger and better a lecture on history dead or alive a picture of a city sooner or later a teacher of English ask for a favour a tour of Scotland German or English the Tower of London partner and colleague

9. Transcribe the following phrases paying a special attention to the intrusive r (adapted from Roach 2010: 144; http://www.phon.ucl.ac.uk/home/wells/p201‐5‐lecture.pdf):

The idea of it ______

Grandma always ______

Law and order ______

India and China ______

Libya and Egypt ______

Korea and Japan ______

A media event ______

Law of the land ______

Formula A ______

Australia all out ______

Vodka and coke ______

"I saw a film today, oh boy" (The Beatles, A Day in the Life) ______

______

10. Transcribe the following minimal pairs and explain the significance of juncture (adapted from Roach 2010: 144‐145):

Orthography Transcription Orthography Transcription My turn Might earn My train Might rain He lies Heal eyes Keep sticking Keeps ticking I scream Ice cream A name An aim All that I’m after today All the time after today

Online resources

1. Extra exercises for use with English Phonetics and Phonology. http://www.cambridge.org/us/esl/catalog/subject/project/custom/resourceview/item2491714/ ?site_locale=en_US¤tResourceID=2491755¤tProjectID=5629545

2. Definitions of the key terms. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7 3. Assimilation of place of articulation. http://davidbrett.uniss.it/phonology/notes%20and%20exercises/assimilation/assimilation_of_ place_of_articul.htm

4. Assimilation of voicing. http://davidbrett.uniss.it/phonology/notes%20and%20exercises/assimilation/assimilation_of_ voicing.htm

5. Assimilation. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/progs/prog3.shtml 6. Elision. http://davidbrett.uniss.it/phonology/notes%20and%20exercises/elision/elision.htm 7. Yod coalescence. http://davidbrett.uniss.it/phonology/notes%20and%20exercises/yod%20coal/yod_coalescence.htm 4. Realizations of Could you...?/Would you...? http://davidbrett.uniss.it/phonology/realizations%20of%20could%20you%20would%20you/ realizations%20of%20could%20you‐would%20you.htm 5. Realizations of Did you...? http://davidbrett.uniss.it/phonology/realizations%20of%20did%20you/realizations%20of%20did %20you.htm 6. Exercises on aspects of connected speech. http://davidbrett.uniss.it/phonology/99transcriptions/aspectOfCS_exercises/transcription1_4.htm 7. Linking "r" and elision. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/progs/prog2.shtml 8. Knútsson, Pétur. Linking (and "intrusive") r. https://notendur.hi.is/peturk/KENNSLA/02/TOP/rlinking.html

Study questions

1. What does the notion of rhythm involve? 2. What does stress‐timed rhythm imply? 3. What does syllable‐timed rhythm imply? 4. Is the rhythm of the English language stress‐timed or syllable‐timed? 5. What is the unit of rhythm? 6. What is the effect of rhythmic speech on stress?

7. What does the variation in rhythm depend on? 8. What is assimilation? 9. What is regressive assimilation? 10. What is progressive assimilation? 11. Do consonants disappear as a result of assimilation of place? 12. What is the general tendency for the assimilation of manner? 13. How is assimilation of voice spread? 14. What is elision? What phonemes can be affected by elision? 15. What is linking? 16. Is linking a feature of words pronounced in isolation or in connected speech? 17. What is intrusive r? 18. What is juncture? 19. What is external open juncture? 20. What is close juncture?

REFERENCES

Bowler, B., and S.Cunningham. 2001. New Headway Pronunciation Course. Oxford University Press. Carr, P. 2012. English Phonetics and Phonology. Oxford: Wiley‐Blackwell. Celce‐Murcia, M., Brinton, D.M., and J.M. Goodwin. 1996. Teaching Pronunciation: A Reference for Teachers of English to Speakers of Other Languages. Cambridge University Press. Collins, B., and I.M. Mees. 2003. Practical Phonetics and Phonology: A Resource Book for Students. London/ New York: Routledge. Gussmann, E. 2002. Phonology. Analysis and Theory. Cambridge: Cambridge University Press. Hewings, M. 2007. English Pronunciation in Use: Advanced. Cambridge University Press. Huang, R. 1991. English Pronunciation Explained with Diagrams. 3rd. ed. Hong Kong University Press. Karnevskaya, E., Misuno, E., and L.Rakovskaya. 2005. Practical English Phonetics: Advanced Course. Минск: Аверсэв. Kelly, G. 2001. How to Teach Pronunciation. Pearson Longman. Ladefoged, P. 2001. A Course in Phonetics. Boston: Heinle & Heinle. Lane, L. 2010. Tips for Teaching Pronunciation. New York: Pearson Longman. Lecumberri, M. L., and J. A. Maidment. 2000. English Transcription Course. London: Hodder Education Publishers. Leontyeva, S. F. 1980. A Theoretical Course of English Phonetics. Moscow: Vysšaja Škola. McArthur, T. 2003. Oxford Guide to World English. London/ New York: OUP. O’Connor, J.D. 1980. Better English Pronunciation. Cambridge University Press. Roach, P. 2010. English Phonetics and Phonology. A Practical Course. Cambridge: Cambridge University Press. Tench, P. 2011. Transcribing the Sounds of English. Cambridge: Cambridge University Press. Sauer, W. 2006. A Drillbook of English Phonetics. Universitätsverlag Winter GmbH Heidelberg. Vaughan‐Rees, M. 2002. Test Your Pronunciation. New York: Pearson Education Limited.

Online resources

938 Live Singapore Radio. http://www.internet‐live‐radio.com/2011/09/938live‐singapore‐radio.html. 1 March 2013. A Free Online Talking Dictionary of English Pronunciation. http://www.howjsay.com/index.php? 1 July 2012. Alpozo‘s Phonetic Blog. http://allphonetics.blogspot.com/2008/05/plosive‐story‐p‐b‐t‐d‐k‐g_14.html. 1 July 2012. American Varieties. http://www.pbs.org/speak/seatosea/americanvarieties/. 1 March 2013. Articulatory Anatomy. http://www.uiowa.edu/~acadtech/phonetics/anatomy.htm. 1 March 2013.

Auditory Neuroscience: Making Sense of Sound. http://auditoryneuroscience.com/?q=vocalization/articulators. 1 March 2013. Austen, J. Pride and Prejudice (audio book) http://mp3truck.com/part‐1‐pride‐and‐prejudice‐audiobook‐by‐jane‐austen‐chs‐01‐15‐mp3‐ download.html. 1 March 2013. . Pride and Prejudice. http://www.bibliomania.com/0/‐/frameset.html. 1 March 2013. Australian Broadcasting Corporation. http://www.abc.net.au/. 1 March 2013. British Broadcasting Corporation. http://www.bbc.co.uk/radio/. 1 March 2013. BBC. http://www.bbc.co.uk/tv/. 1 July 2012. BBC Learning English. Pronunciation Tips. http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/. 1 March 2013. Boulinguez, J. Cinema/TV Matching Exercise. http://jerome.boulinguez.free.fr/english/file/hotpotatoes/cinematv.htm. 1 March 2013. Brett, David. English Phonetics and Phonology for Nonnative Speakers. http://davidbrett.uniss.it/phonology/. 1 March 2013. British English Pronunciation. http://www.youtube.com/playlist?list=PL67CF2C29C5D476A3. 1 March 2013. British English Pronunciation of Names and Placenames. http://www.fonetiks.org/nameseng.html. 1 July 2012. British Library. http://www.bl.uk/learning/langlit/sounds/activities/phonological‐variation/. 1 March 2013. Cambridge Advanced Learner’s Dictionary. http://dictionary.cambridge.org/dictionary/british/. 1 March 2013. Cambridge English Online: Phonetics Focus. http://cambridgeenglishonline.com/Phonetics_Focus/. 1 March 2013. CNN. http://edition.cnn.com/video/. 1 July 2012. Cockney English. http://www.ic.arizona.edu/~lsp/CockneyEnglish.html. 1 March 2013. Dialect Guide British Isles. http://pointpark.libguides.com/content.php?pid=209576&sid=1746146. 1 March 2013. English in Gambier. http://ddata.over‐blog.com/xxxyyy/0/43/50/45/hot‐pot/phonetics_rock.htm. 1 March 2013. English Phonetics. http://www.studyenglishtoday.net/english‐phonetics.html. 1 March 2013. English Pronouncing Dictionary. http://seas3.elte.hu/epd/epd.pl?s=hall&t=&grammar=. 1 March 2013. English Phonology and Phonetics Assimilation. http://www.scribd.com/doc/6589044/English‐Phonology‐and‐Phonetics‐Assimilation. 1 March 2013. English Tongue Twisters. http://www.uebersetzung.at/twister/en.htm. 1 July 2012. Estuary English. http://www.phon.ucl.ac.uk/home/estuary/. 1 March 2013. English with Jennifer: A Blog for Teachers. http://englishwithjennifer.wordpress.com/2009/11/09/student‐stumper‐11‐compound‐words/. 1 March 2013.

English Words by Suffix. http://en.wiktionary.org/wiki/Category:English_words_by_suffix. 1 March 2013. Excerpt from Tony Blair's Valedictory Speech to the Party Conference (video). http://www.youtube.com/watch?v=1PCYPPKp7ts. 1 March 2013. Excerpt from Tony Blair's Valedictory Speech to the Party Conference (transcript) http://www.guardian.co.uk/politics/2006/sep/26/labourconference.labour3. 1 March 2013. Excerpt from Margaret Thatcher’s Speech to Conservative Party Conference (video). https://www.youtube.com/watch?v=xvz8tg4MVpA. 1 March 2013. Excerpt from Margaret Thatcher’s Speech to Conservative Party Conference (transcript). http://www.margaretthatcher.org/document/105454. 1 March 2013. Famous Speeches & Audio. http://www.history.com/speeches/. 1 March 2013. Flecher, C. Longman Pronunciation Dictionary Study Guide. http://ebookbrowse.com/longman‐pronunciation‐dictionary‐study‐guide‐pdf‐d211100555. 1 March 2013. Gibbon, D. 2006. Midsaggital Section of the Head in Phonetics: Realising Sounds, slide 21. http://wwwhomes.uni‐ bielefeld.de/~gibbon/Classes/Classes2006WS/IntroductionToLinguistics/07‐ IntroPhoneticsArticulatory.pdf. 1 March 2013. Hall, D.C. IPA: Interactive Sagittal Section. http://homes.chass.utoronto.ca/~danhall/phonetics/sammy.html. 1 March 2013. Handke, J. Electures and Suggestions for Inclass Activities. The Virtual Linguistics Campus www.linguistics‐online.com. 1 March 2013. Harley, H. 2003. A Linguistic Introduction to English Words. http://dingo.sbs.arizona.edu/~hharley/PDFs/WordsBook/Chapter3.pdf. 1 July 2012. How to Do Accents. http://www.videojug.com/film/how‐to‐do‐accents. 1 July 2012. Humanizing Language Teaching. http://www.hltmag.co.uk/dec10/less03.htm. 1 July 2012. Hurst, L. English Exercises Online. http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/welcome.html#lowint. 1 March 2013. Interactive Phonetic Chart for English Pronunciation. http://www.youtube.com/watch?v=0HeujZ45OZE&feature=related. 1 March 2013. Interesting Facts About English. http://www.englishclub.com/interesting‐facts/index.htm. 1 July 2012. International Dialects of English Archive. http://www.dialectsarchive.com/england. 1 March 2013. IPA for Language Learning – Vowels. http://www.youtube.com/watch?v=2bCM9RnDBZw. 1 March 2013. Johnson, J., and M. Kozikowska. 2009. Why Study Phonetics. http://www.llas.ac.uk/resources/paper/3341. 1 July 2012. Knútsson, P. 2002. English Pronunciation for Icelanders (CD Version 0.4). https://notendur.hi.is/peturk/KENNSLA/02/LAB/EPI_04.pdf. 1 July 2012. ‐‐‐ . Linking (and "Intrusive") R. https://notendur.hi.is/peturk/KENNSLA/02/TOP/rlinking.html. 1 March 2013. ‐‐‐ . Weak Forms. https://notendur.hi.is/peturk/KENNSLA/02/TOP/weakforms.html. 1 March 2013.

Ladefoged, P. A Course in Phonetics. http://www.phonetics.ucla.edu/course/chapter1/others.html. 1 July 2012.

. Vowels and Consonants. http://www.phonetics.ucla.edu/vowels/contents.html. 1 March 2013. Laurie, Hugh: The British Accent vs the American. http://www.youtube.com/watch?v=wYmrg3owTRE. 1 March 2013. Learning English Pronunciation. http://www.antimoon.com/how/pronunc.htm. 1 March 2013. Let‘s Talk Consonants. http://www.funtrivia.com/playquiz/quiz29394221a6e58.html. 1 July 2012. LING102. 2007. http://www.ling.upenn.edu/courses/ling102/homework1.pdf. 1 July 2012. Lira, H.O. The 37 Essential Weakform Words. http://minerva.ublog.cl/archivos/1885/weak_forms.pdf. 1 March 2013. Michael Jackson – Earth Song. http://www.youtube.com/watch?v=XAi3VTSdTxU. 1 July 2012. Nordquist, R. Grammar & Composition Guide. http://grammar.about.com/od/words/a/comprefix07.htm. 1 March 2013. Online Dictionary of Playground Slang. http://www.odps.org/glossword/index.php?a=term&d=9&t=399. 1 July 2012. Oxford Advanced Learner's Dictionary. http://oald8.oxfordlearnersdictionaries.com/pronunciation.html. 1 March 2013. Oxford University Press. Project 1. Unit 2. Exercise 1: Word Stress. 2012. http://elt.oup.com/student/project3rdedition/level1/unit2/pronunciation/exercise1;jsessionid= 0981E08D95504A81A486B95F767B30A0?cc=lt&selLanguage=en. 1 July 2012. Phonetics. http://www.ic.arizona.edu/~lsp/Phonetics.html. 1 March 2013. Phonetics Links. http://dingo.sbs.arizona.edu/~dpl/links.htm. 1 July 2012. Phonetics and Phonology. http://clas.mq.edu.au/phonetics/phonetics/introduction/tongue_palate.html. 1 March 2013. Phonetics and Phonology: Phoneme and Allophone. http://clas.mq.edu.au/units/tutorials/phoneme_allophone.pdf. 1 July 2012. Phonetics: The Sounds of American English. http://www.uiowa.edu/~acadtech/phonetics/english/frameset.html. 1 July 2012. Phonology and Morphology. http://web.udl.cat/usuaris/m0163949/engcons.htm. 1 July 2012. Pronunciation Studio London. http://www.pronunciationlondon.co.uk/plosiveconsonants.html. 1 July 2012. R Liaison. http://www.phon.ucl.ac.uk/home/wells/p201‐5‐lecture.pdf. 1 March 2013. Radio New Zealand. http://www.radionz.co.nz/. 1 March 2013. Roach, P. English Phonetics and Phonology. Extra Exercises. http://www.cambridge.org/us/esl/catalog/subject/project/custom/item2491714/English‐ Phonetics‐and‐Phonology‐Extra‐exercises/?site_locale=en_US¤tSubjectID=2489441. 1 July 2012. ‐‐‐ . English Phonetics and Phonology. Glossary. http://www.cambridge.org/servlet/file/EPP_PED_Glossary.pdf?ITEM_ENT_ID=2491706&ITEM_ VERSION=1&COLLSPEC_ENT_ID=7. 1 July 2012. RP English Vowels. http://www.phon.ucl.ac.uk/home/johnm/flash/rpvkey.htm. 1 March 2013.

RTÉ Ireland’s National Television and Radio Broadcaster. http://www.rte.ie/. 1 March 2013. Rubba, J. 2000. Syllable Structure in English. http://cla.calpoly.edu/~jrubba/phon/syllables.html. 1 July 2012. . Exercise: Analysing the Syllable Structure of English Words. http://cla.calpoly.edu/~jrubba/phon/syllables_exercise.html. 1 July 2012. Sheppard, B. Vowel Classification. http://www.netplaces.com/singing/diction/vowel‐ classification.htm. 1 March 2013. Short Vowel Schwa. http://www.youtube.com/watch?v=AbYVN077‐‐M. 1 July 2012. Speech Internet Dictionary. http://www.phon.ucl.ac.uk/home/johnm/sid/sida.htm. 1 March 2013. Strong and Weak Forms. http://cardiff.ac.uk/encap/resources/tench‐strongandweakforms.pdf. 1 March 2013. Szczesniak, K. IPA Transcription Practice: International Phonetic Alphabet Worksheets. http://es.scribd.com/fullscreen/88413768?access_key=key‐tv1rorz6lvb54wwd3uq. 1 March 2013. TED: Ideas Worth Spreading. http://www.ted.com/. 1 March 2013. The Abdication Speech by King Edward VIII (audio). http://www.britroyals.com/movie.asp?page=kings.asp?id=edward8&movieid=edward8&am=. 1 March 2013. The Abdication Speech by King Edward VIII (transcript). http://www.historyplace.com/speeches/edward.htm. 1 March 2013. The Audio Archive. http://alt‐usage‐english.org/audio_archive.shtml. 1 March 2013. The Cardinal Vowels Daniel Jones.mp4. http://www.youtube.com/watch?v=9fV2f_fmFGc. 1 March 2013. Vocal Sound Production. http://hyperphysics.phy‐astr.gsu.edu/hbase/music/voice.html. 1 March 2013. Voice & Speech Source. http://www.yorku.ca/earmstro/ipa/consonants.html. 1 March 2013. Voices. http://www.bbc.co.uk/voices/recordings/. 1 March 2013. Vowels in Spoken English. http://www.scribd.com/doc/25247741/Vowels‐in‐spoken‐English. 1 March 2013. Why Are Phonetics Important? http://www.youtube.com/watch?v=cJG0uErf8WY. 1 March 2013.

APPENDIX A Diagnostic Test

1. Tell the story (see the next page) in your own words (characterize, describe the participants; invent a possible conversation between them and their inner thoughts; think about the setting in which the meeting takes place; predict the future events; relate to your own experience, etc.). Add a twist of creativity and originality. Record your story.

2. Exchange the record with your friend and evaluate each other according to the form below (taken from Lane 2010: 256):

NAME:______

1. General clarity a. Mostly clear ______b. Unclear in parts ______c. Mostly unclear ______2. Speaking rate a. Too fast ______b. Appropriate ______c. Too many pauses ______3. Rhythm and fluency a. Natural sounding: clear phrases and clear linking of words ______b. Some unnatural pausing/ choppiness ______c. Sounds choppy, halting ______4. Intonation a. Natural sounding ______b. Flat sounding ______c. Some unnatural rises/ falls in pitch ______5. Other problems (word stress, sounds, mispronounced words, etc.):

APPENDIX B Vowels, Diphthongs and Silent Letters

1. Transcribe the words in italics and check your transcription in the dictionary (the poems are taken from http://www.spellingsociety.org/news/media/poems.php)

Our Queer Language, by Lord Cromer When the English tongue we speak, Why is break not rhymed with freak? ______/ ______Will you tell me why it’s true We say sew but likewise few; ______/ ______And the maker of a verse Cannot cap his horse with worse? ______/ ______Beard sounds not the same as heard; ______/ ______Cord is different from word; ______/ ______Cow is cow, but low is low; ______/ ______Shoe is never rhymed with foe. ______/ ______Think of hose and dose and lose; ______/ ______/ ______Doll and roll and home and some. ______/ ______And since pay is rhymed with say, ______/ ______Why not paid with said, I pray? ______/ ______We have blood and food and good; ______/ ______/ ______Mould is not pronounced as could. ______/ ______Wherefore done but gone and lone? ______/ ______/ ______Is there any reason known? And, in short, it seems to me, Sounds and letters disagree.

Eye Rhymes, by Helen Owyer

Bear and dear ______/ ______Share, I fear ______/ ______The pointless deceptiveness Of there and here. ______/ ______Some and home ______/ ______Tomb and comb, ______/ ______Sin against the tongue Like from and whom. ______/ ______Howl and bowl ______/ ______Foul and soul, ______/ ______Mislead the ear Like doll and toll. ______/ ______Give and dive ______/ ______Live and thrive, ______/ ______

Bewilder the moppet Of six or five. ______/ ______Love and hove ______/ ______Dove and strove ______/ ______Sound no more alike Than glove and cove. ______/ ______Pew and sew ______/ ______Do and go ______/ ______Fail expectation Like now and slow. ______/ ______Laid and said ______/ ______Must be read As if they rhymed With neighed and Ned. ______/ ______

Our Queer Language (2)

I take it you already know Of tough and bough and cough and dough? ______/ ______/ ______/ ______Others may stumble, but not you, On hiccough, thorough, lough and through? ______/ ______/ ______/ ______Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word ______That looks like beard and sounds like bird, ______/ ______And dead: it's said like bed, not bead ‐ ______/ ______/ ______For goodness sake don't call it deed! ______Watch out for meat and great and threat ______/ ______/ ______(They rhyme with suite and straight and debt). ______/ ______/ ______A moth is not a moth in mother, ______/ ______Nor both in bother, broth in brother, ______/ ______/______/ ______And here is not a match for there ______/ ______Nor dear and fear for bear and pear, ______/ ______/ ______/ ______And then there's dose and rose and lose ‐ ______/ ______/ ______Just look them up ‐ and goose and choose, ______/ ______And cork and work and card and ward, ______/ ______/ ______/ ______And font and front and word and sword, ______/ ______/ ______/ ______And do and go and thwart and cart ‐ ______/ ______/ ______/ ______Come, come, I've hardly made a start! A dreadful language? Man alive! I'd mastered it when I was five!

Professor P. Dantick's Dictum on Spelling

Sacred is the b in limb, ______Hallowed is the n in hymn, ______Sanctified the k in knot, ______The gh in laugh and thought, ______/ ______Consecrate the g in gem, ______The ph in phone and phlegm, ______/ ______Yet there be irreverent meddlers From Bernard Shaw to ice‐cream pedlars, Who would respell even busy ______Just to line it up with dizzy. ______Who'd e'en contest the right of who ______To start itself with w, And would chop the final e's From give and have and please and freeze. ______/ ______/______/ ______

2. Explain the play of words in the poem and rewrite it replacing the words with appropriate homophones (the poem is taken from http://www.spellingsociety.org/news/media/poems.php)

Margo Roark

Eye halve a spelling checker It came with my pea sea It plainly marques for my revue Miss steaks eye kin knot sea.

Eye strike a key and type a word And weight four it to say Weather eye am wrong oar write It shows me strait a weigh.

As soon as a mist ache is maid It nose bee fore two long And eye can put the error rite It's rare lea ever wrong.

Eye have run this poem threw it Eye am shore your pleased two no It's letter perfect awl the weigh My checker tolled me sew.

APPENDIX C Group Discussion of the Film “My Fair Lady”

1. What are your impressions about the film? 2. Who spoke Cockney? 3. What other accents were heard in the film? 4. Fill in the table below: identify the sounds/words which were spoken with an accent. Think of phonological terms that you can use to describe the speech of the characters.

Differences Sounds Example words/ sentences from RP Vowel pronunciation

Diphthong pronunciation

Consonant pronunciation

Grammatical/ syntactical differences

APPENDIX D Topics for Individual Presentations

1. Present a summary of the key features of the chosen dialect/ accent. 2. Do not read from the slides. 3. Present in a fluent way, be careful about the pronunciation of more difficult words – your pronunciation, fluency and intonation will be evaluated.

Literature: McArthur, T. 2003. Oxford Guide to World English. London/New York: OUP.

No Topic Date Name, surname 1 British English: BBC/ RP 2 Dialects, varieties and English languages 3 Dialects in England 1 4 Dialects in England 2 5 Dialects in England 3 6 Dialects in England 4 7 Scotland 1 8 Scotland 2 9 Wales 10 Ireland 1 11 Ireland 2 12 American dialects 1 13 American dialects 2 14 American dialects 3 15 American dialects 4 16 African‐ American English 17 Canada 1 18 Canada 2 19 Caribbean English 20 Rasta Talk and Reggae 21 American and British: comparison 1 22 American and British: comparison 2 23 Australia 1 24 Australia 2

APPENDIX E Sentence Stress and Weak Forms

Listen to the following famous speeches. Mark the sentence stress and underline weak/strong forms of function words on the transcripts provided below. Explain the reasons of the use of weak/strong forms of function words.

i. The abdication speech by King Edward VIII (later the Duke of Windsor) on http://www.britroyals.com/movie.asp?page=kings.asp?id=edward8&movieid=edward8&am=. The transcript is taken from http://www.historyplace.com/speeches/edward.htm.

“At long last I am able to say a few words of my own. I have never wanted to withhold anything, but until now it has not been constitutionally possible for me to speak. A few hours ago I discharged my last duty as King and Emperor, and now that I have been succeeded by my brother, the Duke of York, my first words must be to declare my allegiance to him. This I do with all my heart. You all know the reasons which have impelled me to renounce the throne. But I want you to understand that in making up my mind I did not forget the country or the empire, which, as Prince of Wales and lately as King, I have for twenty‐five years tried to serve. But you must believe me when I tell you that I have found it impossible to carry the heavy burden of responsibility and to discharge my duties as King as I would wish to do without the help and support of the woman I love. And I want you to know that the decision I have made has been mine and mine alone. This was a thing I had to judge entirely for myself. The other person most nearly concerned has tried up to the last to persuade me to take a different course. I have made this, the most serious decision of my life, only upon the single thought of what would, in the end, be best for all. This decision has been made less difficult to me by the sure knowledge that my brother, with his long training in the public affairs of this country and with his fine qualities, will be able to take my place forthwith without interruption or injury to the life and progress of the empire. And he has one matchless blessing, enjoyed by so many of you, and not bestowed on me ‐‐ a happy home with his wife and children. During these hard days I have been comforted by her majesty my mother and by my family. The ministers of the crown, and in particular, Mr. Baldwin, the Prime Minister, have always treated me with full consideration. There has never been any constitutional

95 difference between me and them, and between me and Parliament. Bred in the constitutional tradition by my father, I should never have allowed any such issue to arise. Ever since I was Prince of Wales, and later on when I occupied the throne, I have been treated with the greatest kindness by all classes of the people wherever I have lived or journeyed throughout the empire. For that I am very grateful. I now quit altogether public affairs and I lay down my burden. It may be some time before I return to my native land, but I shall always follow the fortunes of the British race and empire with profound interest, and if at any time in the future I can be found of service to his majesty in a private station, I shall not fail. And now, we all have a new King. I wish him and you, his people, happiness and prosperity with all my heart. God bless you all! God save the King! “ Edward VIII ‐ December 11, 1936 ii. Excerpt from Margaret Thatcher’s speech to Conservative Party Conference on https://www.youtube.com/watch?v=xvz8tg4MVpA. The transcript of the speech is taken from http://www.margaretthatcher.org/document/105454.

“One of the great debates of our time is about how much of your money should be spent by the State and how much you should keep to spend on your family. Let us never forget this fundamental truth: the State has no source of money other than money which people earn themselves. If the State wishes to spend more it can do so only by borrowing your savings or by taxing you more. It is no good thinking that someone else will pay—that "someone else" is you. There is no such thing as public money; there is only taxpayers' money. Prosperity will not come by inventing more and more lavish public expenditure programmes. You do not grow richer by ordering another cheque‐book from the Bank. No nation ever grew more prosperous by taxing its citizens beyond their capacity to pay. We have a duty to make sure that every penny piece we raise in taxation is spent wisely and well. For it is our party which is dedicated to good housekeeping—indeed, I would not mind betting that if Mr. Gladstone were alive today he would apply to join the Conservative Party. Protecting the taxpayer's purse, protecting the public services – these are our two great tasks, and their demands have to be reconciled. How very pleasant it would be, how very popular it would be, to say "spend more on this, expand more on that." We all have our favourite causes—I know I do. But someone has to add up the figures. Every business has to do it, every housewife has to do it, every Government should do it, and this one will".

96 iii. Excerpt from Tony Blair's valedictory speech to the Party Conference on http://www.youtube.com/watch?v=1PCYPPKp7ts. The transcript of the speech is taken from http://www.guardian.co.uk/politics/2006/sep/26/labourconference.labour3.

"I'd like to start by saying something very simple. Thank you. Thank you to you, our party, our members, our supporters, the people who week in, week out do the work, take the flak but don't often get the credit. Thank you, the Labour party for giving me the extraordinary privilege of leading you these past 12 years. I know I look a lot older. That's what being leader of the Labour party does to you. Actually, looking round some of you look a lot older. That's what having me as leader of the Labour party does to you Nobody knows that better than John Prescott, my deputy these last 10 years, author of "traditional values in a modern setting". I may have taken New Labour to the country but it was you that helped me take it to the party, so thank you. Something I don't say often enough – thank you to my family. It's usual after you thank the family, you thank your agent and yes I do want to thank him and through him the wonderful people of Sedgefield. When I went to Sedgefield to seek the nomination, just before the 1983 election, I was a refugee from the London‐based politics of that time. I knocked on John Burton's door. He said "come in; but shut up for half an hour, we're watching the Cup Winners' Cup final". I sat in the company of the most normal people I had met in the Labour party. They taught me that most of politics isn't about politics, in the sense of meetings, resolutions, speeches or even parties. It starts with people. It's about friendship, art, culture, sport. It's about being a fully paid up member of the human race before being a fully paid up member of the Labour party. But above all else, I want to thank the British people".

APPENDIX F ELectures and Suggestions for InClass Activities by Prof. Dr. Jürgen Handke, “The Virtual Linguistics Campus”

Phonology ‐ Phonetic Transcription I. http://www.youtube.com/watch?v=tt‐lbhLHO1Y Phonology ‐ Phonetic Transcription II. http://www.youtube.com/watch?v=mUydNnU4Mvo Phonology ‐ The Phoneme I. http://www.youtube.com/watch?v=f3UpSsH3Tb0 Phonology ‐ The Phoneme II. http://www.youtube.com/watch?v=W_o‐jA7TvYA The Phoneme, Complementary Distribution, Allophones. http://www.youtube.com/watch?v=nkp0pYdOcyU Phonology ‐ The Sound System of RP. http://www.youtube.com/watch?v=9O3WmFnt5ag&list=PL382E64F02FB6A899 Phonology ‐ English in England: RP. http://www.youtube.com/watch?v=Kf27GOVHV2A Phonology ‐ English in England: Beyond RP. http://www.youtube.com/watch?v=G0ueYcG9npI Phonetics ‐ Basic Segments of Speech (Vowels I). http://www.youtube.com/watch?NR=1&v=xa5bG_wrK7s&feature=endscreen Phonetics ‐ Basic Segments of Speech (Vowels II). http://www.youtube.com/watch?v=kB8PyODhC_8 Phonetics ‐ Basic Segments of Speech (Consonants). http://www.youtube.com/watch?v=jF9qTJD25Ig Phonology ‐ Vowels and Vocalic Change. http://www.youtube.com/watch?v=UQTg9y_Qex0 Phonology ‐ The Phonological Varieties of PDE. http://www.youtube.com/watch?v=0XC9xL1SNg8 Phonetics ‐ Suprasegmental Features. http://www.youtube.com/watch?v=Kpdgi6_qeU4 Phonology ‐ PDE Suprasegmental Phonology I (Stress). http://www.youtube.com/watch?v=TtH_JBiaKkM Phonology ‐ PDE Connected Speech. http://www.youtube.com/watch?v=vsmEMJFgSjw

The Transcription of RP ‐ Suggestions for In‐Class Activities. http://www.youtube.com/watch?v=wFhfpIvqgPI Vowels ‐ Suggestions for In‐Class Activities. http://www.youtube.com/watch?v=HmYGFgUSTUU Consonants ‐ Suggestions for In‐Class Activities. http://www.youtube.com/watch?v=hzGuvC‐2WE4 Phonetics, Phonology & The Phoneme ‐ Suggestions for In‐Class Activities http://www.youtube.com/watch?v=bh5yulDXppI PDE Connected Speech ‐ Suggestions for In‐Class Activities. http://www.youtube.com/watch?v=lepOdpbo8Fg

APPENDIX G Links to Additional Transcription Exercises

Transcription Exercises. http://davidbrett.uniss.it/phonology/transcription%20exercises/index_of_transcription_exercises. htm

Szczesniak, Konrad. IPA Transcription Practice: International Phonetic Alphabet Worksheets. 4. Diphthongs, Ex. 1‐3. http://es.scribd.com/fullscreen/88413768?access_key=key‐tv1rorz6lvb54wwd3uq

Exercises. Short phrases and weak forms. http://davidbrett.uniss.it/phonology/vowel%20sounds/phonemic%20transcription/transcribing_ phrases1/phonemic%20transcription%20load_phrases.html

Exercise. Contrast between weak and strong forms of common words. http://davidbrett.uniss.it/phonology/vowel%20sounds/phonemic%20transcription/transcribing_ phrases5/phonemicTranscription.html

Transcription exercises. Cambridge English Online: Phonetics Focus. Games. http://cambridgeenglishonline.com/Phonetics_Focus/

Matching exercise. http://jerome.boulinguez.free.fr/english/file/hotpotatoes/cinematv.htm

"Rock" phonetics: find the names of famous English‐speaking bands or singers according to their phonetic transcription. http://ddata.over‐blog.com/xxxyyy/0/43/50/45/hot‐pot/phonetics_rock.htm

Phonetic recognition. Gap‐fill exercise. http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/phonetic1.htm

100

Raškauskienė, Audronė; Vaičenonienė, Jurgita Ra233 Phonetics: Drills and Exercises. A Resource Book for Students / Audronė Raškauskienė, Jurgita Vaičenonienė. – Kaunas: Vytauto Didžiojo universitetas, 2013. – 100 p., iliustr.

ISBN 978‐9955‐12‐871‐7 (internetinis) ISBN 978‐9955‐12‐872‐4 (spausdintas)

Metodinė priemonė Phonetics: Drills and Exercises yra skirta studentams filologams, studijuojantiems anglų kalbą ir visiems norintiems patobulinti šnekamosios anglų kalbos tarimo, klausymo, suvokimo įgūdžius. Parengtos užduotys padės besimokantiems geriau įsisavinti teorines fonetikos žinias, suteiks galimybę savarankiškai gilintis į jiems įdomesnes temas. Kiekvieną metodinės priemonės dalį sudaro rekomenduojamų skaitinių sąrašas, žinotini terminai, įvairūs pratimai, internetinės nuorodos į papildomas užduotis ir savikontrolės klausimai. UDK 811.111‘342(075.8) Ra233

Audronė Raškauskienė Jurgita Vaičenonienė

PHONETICS: DRILLS AND EXERCISES A Resource Book for Students

Maketuotoja Janina Baranavičienė

2013‐01‐25. Tiražas 50 egz. Užsakymas K13‐002 Išleido ir spausdino Vytauto Didžiojo universiteto leidykla S. Daukanto g. 27, LT‐44249 Kaunas Puslapis internete: http://www.leidykla.vdu.lt Elektroninis paštas: [email protected]