Key to Activities and Reviews Chapter 3 Speech Sounds Key to Activities Activity 7 We ask people to say ‘cheese’ before taking a photograph because the vowel sound ‘ee’ requires the lips to be spread very wide thus producing a sort of ‘smile’. Activity 10 Tooth-ridge: back part Nasal Cavity front part Hard Palate Upper Teeth Velum Upper Lip Nasal Passage Lower Lip Tongue: Lower Teeth back middle Jaw front Vocal Cords tip Figure 3.7 Speech articulators – annotated © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Chapter 4 Consonants Key to Consonant Practice Activities Activity 1 Place of articulation Bilabial Labiodental dental Alveolar Palato-alveolar Palatal Velar Glottal PLOSIVE p b t d k g FRICATIVE f v θ ð s z ʃʒ h AFFRICATE ʧ ʤ NASAL m n ŋ LATERAL l Manner of articulation APPROXIMANT ω rj Activity 2 (i) a voiced bilabial plosive bit (ii) a voiced labio-dental fricative veer (iii) a voiceless palato-alveolar affricate chin (iv) a voiceless alveolar plosive tight (v) a voiced bilabial nasal might (vi) a voiced bilabial approximant which can be called a semi-vowel also weir (vii) a voiceless labio-dental fricative fare (viii) a voiced dental fricative then (ix) a voiceless palato-alveolar fricative sure (x) a voiced velar plosive got Activity 3 (i) television = voiced palato-alveolar fricative (ii) shaking = voiceless velar plosive (iii) badger = voiced palato-alveolar affricate (iv) father = voiced dental fricative (v) dung = voiced velar nasal (vi) pushing = voiceless palato-alveolar fricative (vii) solid = voiceless alveolar lateral approximant (viii) regard = voiced velar plosive (ix) patchy = voiceless palato-alveolar affricate (x) reveal = voiced labio-dental fricative © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Activity 4 white /w/ /t/ clock /k/ /l/ / /k/ edge /ʤ/ pull /p/ /l/ through /θ/ /r/ vision /v/ /ʒ/ /n/ chalk /ʧ/ /k/ shell /ʃ/ /l/ finger /f/ /ŋ/ /g/ boxes /b/ /k/ /s/ /z/ fifth /f/ /f/ /θ/ wrong /r/ /ŋ/ queue /k/ /j/ cares /k/ /z/ anger /ŋ/ /g/ Activity 5 Then, the three young boys hid in the bushes until their pursuers passed by. At one point, the youngest began to groan in fear. The other two threw themselves on top of him and smothered the noise. The danger passed. /ð/ is very common in initial position in function words such as ‘then’, ‘this’, ‘the’ and tends to occur intervocalically in content words like ‘smother’, ‘mother’, ‘father’. /θ/ often occurs in initial position in content words such as ‘throw’, ‘thin’, ‘think’, ‘thought’. Activity 6 /h/ cannot occur in final position in a word. /ŋ/ can only occur in final and medial position. /ʒ/ in ‘measure’ generally occurs in medial, intervocalic position, except for a few ‘loan’ words such as ‘garage’, ‘rouge’, ‘beige’. /r/ does not occur in final position in RP. Chapter 5 Vowels Key to Activities Activity 1 (a) /u:/ is a back vowel (b) / i:/ is a front vowel (c) /ə/ is a central vowel © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Activity 2 Front Central Back /i:/ /ɪ/ /e/ / æ / /ə/ /ʌ/ /ɜ:/ /u:/ /ɔ:/ /ʊ/ /ɒ/ Activity 3 Ideally, you would recognize that the front and back vowels are presented in a descending degree of closeness. If you have plotted them in the following way, you can begin to see the relationships they have to parts of the mouth: iː uː ɪ ʊ front back vowels vowels e ɔː æ ɒ ɑː Activity 25 iː uː ɪ ʊ ə e ɜː ɔː æ ʌ ɒ ɑː © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Key to Vowel Practice Activities Activity 1 Examples are: got, sit, seat, sort, sat, gate, goat, part, put, pool, cup, ago, fur, sight, toy, fear, fair, get, gout, poor. Activity 3 ABCD 1 live love love love 2 bed bed bud bed 3 ran run ran ran 4 barn barn barn bun 5 hot hut hot hot 6 born bun born born 7 walk walk work walk 8 room rum room room 9 tale tale tale tell 10 rat right right right 11 john join join join 12 knee knee near knee 13 very vary very very 14 tow tow two tow 15 hum home home home 16 ground grand ground ground 17 hurt hurt hurt hut 18 pat pat pot pat 19 said said sad said 20 gate get get get Activity 4 (1) /ɒ/ /eɪ/ /ɪ/ (2) / ʌ/ /æ/ /ɒ/ (3) /ɪ/ /aɪ/ /ʊ/ (4) /ɔ:/ /ɑ:/ /e/ © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Activity 4—Cont'd (5) /ɜ:/ /ɑ:/ /e/ (6) /u:/ /e/ /eɪ/ (7) /ɪə/ /ɔɪ/ /əʊ/ (8) /aɪ/ /ɔɪ/ /i:/ (9) /aɪ/ /əʊ/ /eɪ/ (10) /ɔɪ/ /eɪ/ /aɪ/ (11) /æ/ /ɑ:/ /u:/ /ʌ/ (12) /e/ /əʊ/ /ɪ/ (13) /ɔ:/ /ɜ:/ /ɑ:/ (14) /ɪ/ /i:/ /ɔɪ/ (15) /ʊə/ /eə/ /ɪə/ Activity 5 (a) cat /æ/ seal /i:/ cool /u:/ share /eə/ hill /ɪ/ beer /ɪə/ walk /ɔ:/ feel /i:/ bin /ɪ/ sank /æ/ fur /ɜ:/ why /aɪ/ far /ɑ:/ bird /ɜ:/ shot /ɒ/ broad /ɔ:/ shore /ɔ:/ cut /ʌ/ send /e/ few /u:/ pull /ʊ/ (b) 1. /u:/ in ‘soon’ – long, close, back, rounded 2. /ɪ/ in ‘hill’ – short, close, front, neutral 3. /ɒ/ in ‘hot’ – short, open, back, rounded 4. /ɜ:/ in ‘work’ – long, mid-open, central, neutral 5. /i:/ in ‘feet’ – long, close, front, spread Activity 6 window /ɪ/ /əʊ/ roses /əʊ/ ɪ/ information /ɪ/ /ə/ /eɪ/ /ə/ woman /ʊ/ /ə/ apples /æ/ /ə/ tower /aʊə/ women /ɪ/ /ə/ usual /u:/ (/u/) /ə/ fi re /aɪə/ gentlemen /e/ /ə/ /ə/ secretary /e/ /ə/ (/ə/) /i/ idea /aɪ/ /ɪə/ © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Activity 7 a. /aɪ/ (dive) e. /eɪ/ (pain) b. /ɔɪ/ (coin) f. /ɪə/ (near) c. /eə/ (hair) g. /ʊə/ (pure) d. /aʊ/ (now) h. /əʊ/ (home) Chapter 6 Phonemes in Context Key to Activities Activity 1 chop ship not minimal pair Two phonemes (/ʃ/ v /ʧ/ and /ɒ/ v /ɪ/ are distinguished rather than one right rat minimal pair /aɪ/ v /æ/ are different phonemes muggy mucky minimal pair /g/ v /k/ are different phonemes leisure lesser minimal pair /ʒ/ v /s/ are different phonemes pool pull minimal pair /u:/ v /ʊ/ are different phonemes other author not minimal pair Two phonemes /ʌ/ v /ɔ:/ and /δ/ v /θ/ are distinguished rather than one Activity 2 In (a) the [k] is heavily aspirated, unlike the other three examples. In (c) in final position, voiceless plosives such as [k] are regularly unexploded, or only partly exploded. So the release stage may be inaudible. Activity 3 fitness fɪt ̚nəs picnic pɪk ̚nɪk tractor træk ̚tə hot dog hɒt ̚dɒg midday mɪd ̚deɪ © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Activity 4 Underline the position of potential glottal stops in the following phrases: (1) Got that? (2) Are you quite sure? (3) He’s a fitness instructor. (4) Where’s the kitten gone? Activity 5 The vowels in the stressed syllables in column 1 are shorter than in columns 2 and 3 as they precede a voiceless plosive, fricative or affricate: Short vowel long vowel long vowel neat knee need wheat we weed light lie lied piece pea peas safe say save Activity 6 (i) /p/ in ‘pig’ is heavily aspirated, unlike the other three examples, while /b/ in ‘big’ is not aspirated (ii) neither /t/ nor /d/ is aspirated in mid position but /d/ is voiced and /t/ is voiceless. The preceding vowel is lengthened before the lenis consonant /d/. (iii) neither plosive is aspirated in final position and voiceless plosives such as [p] are regularly unex- ploded, or only partly exploded. So the release stage may be inaudible. The preceding vowel is lengthened before the lenis consonant /g/. Activity 7 ‘Bill heard the loud bell just as light fell.’ © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. Activity 8 The /r/ is pronounced in the underlined cases: 1 2 3 rare rarely rarer ear earplug earring tear terror terrorist fear fearful fearing Activity 9 traitor danger character tomorrow forget accurate alone organize appearance Activity 10 many, funny, actually, misery, usual, poverty meni, fʌni, æktjuəli (or æktʃuəli), mɪzəri, ju:ʒuəl, pɒvəti Key to Phoneme Practice Activities 1. (a) been (b) fill (c) cash (d) shoot mess pool thing jam full bird then hung fat harm yacht sheep much cot chuck June (e) joke (f) mouth (g) bike (h) arrived wear shake pace aloud size fierce fair private boil show voice carvings wierd choke shoulder morning © Pamela Rogerson-Revell 2011 Rogerson-Revell, P. (2011) English Phonology and Pronunciation Teaching. London: Continuum. (i) joking (j) forest willful shallow woollen mountain easy finished derby forgot 2. (i) (ii) (iii) (a) fox /fɒx/ /fɒks/ /fɔ:ks/ (b) June /ˈdu:n/ /ˈʤu:n/ /ˈʤʌn/ (c) double /ˈdʌbl/ /ˈdʊbel/ /ˈdu:bl/ (d) idea /ɪˈdɪə/ / aɪˈdɪə / /aɪˈdɪɑ/ (e) only /ˈonli:/ /ˈaunli:/ /ˈəʊnli/ (f) alarm /əˈlɑ:m/ /ɑˈ lɑ:m/ /æˈla:m/ (g) menu /ˈmenu:/ /ˈmenju:/ /ˈmenʊ/ (h) message /ˈmesæʤ/ /ˈmeseʤ/ /ˈmesɪʤ / 3. If you do not have a BBC English accent, you may have some differences in the vowels in words like ‘laugh’ (eg /læf/ rather than /lɑ:f/). (a) /kæb/ (b) /fi:l/ (c) /lɑ:f/ (d) /kæʧ/ (e) /vɔɪs/ (f) /feə/ (g) /hɑ:m/ (h) /ʧʌk/ (i) /fʊl/ (j) /ðen/ (k) /hʌŋ/ (l) /ʃu:t/ (m) /bɜ:d/ (n) /nju:z/ (o) /ˈmju:zɪk/ (p) /dɪʃ/ (q) /kju:/ (r) /ʤɔɪn/ 4.