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FONÉTICA E FONOLOGIA DA LÍNGUA INGLESA
2015.2
Profa. Dra. Beatriz Gama Rodrigues
PRONUNCIATION HANDOUT
By Élcio C. A. Souza, M.A.
glossary
THE MOUTH
	The illustration at the right shows the inside of the mouth. The labeled parts are the ones that English uses to make most of its consonants.
 
a. ORAL TRACT:
1.Lips /lɪps/ When you press your lips together or round them, you are able to produce labial sounds. In English the labial sounds are /p, b, m, w/.
2. Teeth /tiθ/ Spread your tongue in your mouth so that it covers all lower teeth. Now gently press it with all your upper teeth. If you blow some air now, you can say the th as in think. emedia.leeward.hawaii.edu
The “th” sounds are called “interdental” (between the teeth) or simply dental.
3. Alveolar ridge /ˌælˈviələr ˌrɪʤ/ The alveolar ridge is the flat part of the mouth just behind the top teeth, before the inside of your mouth starts to curve up. It is the location of many consonants in English (/ t s n / etc). Touch the alveolar ridge with the tip of your tongue. /d/ is an alveolar sound.
4. Palate /ˈpælət/ The palate is just behind the alveolar ridge. It rises toward the top of your mouth and has a hard bone under it. /ʃ ʒ/ are sounds produced there. Feel your palate with the tip of your tongue. /ʃ/ is a palatal sound.
5. Velum /ˈviləm/ The velum is the back top part of your mouth, too far back to touch with the tip of your tongue. When you make a /k/, the back part of the tongue touches the velum. Put your mouth in position to say “k” but don’t say it. Hold that position and feel where the back part of your tongue is touching. /k/ is a velar sound.
6. Vocal folds (Glottis, also former vocal cords) /ˈvoʊkəl ˌfoʊldz/ When the vocal folds vibrate, “voiced” sounds are produced. Put your fingertips against your throat, just under your chin. Make a long /vvvvv/ and feel the vibration on your fingers. /v/ is a voiced sound. Try the same with /fffff/. /f/ is a voiceless sound. Now alternate continuously between /v/ and /f/ and feel the voicing turn on and off: /vvvfffvvvfffvvv/. /h/ is a glottal sound.
B. NASAL TRACT
1. Nose
2. Nasal cavity.
C. LARYNX
CONSONANTS
INTRODUCTION
1. GRAPHEME AND PHONEME
A. Graphemes = letters
B. Phonemes = sounds (sound representations)
E.g.: work = 4 graphemes: w-o-r-k and 4 phonemes: /wɜrk/
 box = 3 graphemes: b-o-x and 4 phonemes: /bɑks/
 chalk = 5 graphemes: c-h-a-l-k and 3 phonemes: /ʧɔk/
C. Count the number of graphemes and phonemes of the following words:
	
	WORD
	GRAPHEMES
	PHONEMES
	TRANSCRIPTION
	1
	blades
	
	
	
	2
	book
	
	
	
	3
	dictionary
	
	
	
	4
	fix
	
	
	
	5
	insisted
	
	
	
	6
	learned
	
	
	
	7
	muscle
	
	
	
	8
	paper
	
	
	
	9
	passes
	
	
	
	10
	think
	
	
	
	11
	watch
	
	
	
	12
	worked
	
	
	
II. PLACE OF ARTICULATION (see glossary)
a) Bilabial		/p b m w*/
b) Labiodental	/f v/
c) Dental		/ θ ð/
d) Alveolar		/ t d s z l r n/
e) Alveolopalatal	/ ʧ ʤ/
f) Palatal		/ ʃ ʒ j /
g) Velar		/ k g ŋ w* /
h) Glottal		/ h /
III. MANNER OF ARTICULATION
a) Plosive		/ p b t d k g / 	= Make the air explode.
b) Fricative		/ f v θ ð w j h /	= Make the air flow continuously.
c) Sibilant		/ s z ʧ ʤ ʃ ʒ /	= “Snake, rain, train” sounds.
d) Nasal		/ m n ŋ /		= Make the air flow through the nose.
e) Lateral		/ l /			= Air flows through the sides.
f) Retroflex		/ r /			= Just like the “caipira” R.
IV. VOICING
A. Voiceless sound = no vibration of vocal folds. E.g.: / f /
B. Voiced sound	= vibration of focal volds. E.g.: / v /
Separate the sounds in #II into two groups: voiced sounds and voiceless sounds:
	Voiceless sounds
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	Voiced sounds
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
ARTICULATION AND SPELLING
/f/
Underline all letters that represent the sound /f/
fat		after		quiff			Place of Articulation:
foot		different	laugh			Manner of Articulation:
fame		graphic	enough		Voicing:
/v/
Underline all letters that represent the sound /v/
van		event		arrive		above		P.A.:
vault		every		leave		of		M.A.:
visit		marvelous	drive		love		Voicing:
/ʃ/
Underline all letters that represent the sound /ʃ/
shout		anxious	mash				P.A.:
shoe		motion	wash				M.A.:
shell		physician	bush				Voicing:
/ʒ/
Underline all letters that represent the sound /ʒ/ 
jabot		pleasure	garage			P.A.:
Jean Paul	measure	beige				M.A.:
genre		leisure	prestige			Voicing:
/ʧ/
Underline all letters that represent the sound /ʧ/ 
chalk		teacher	match				P.A.:
cheese	nature		watch				M.A.:
cheek		bachelor	latch				Voicing:
/ʤ/
Underline all letters that represent the sound /ʤ /
jar		agent		large				P.A.:
general	engineer	badge				M.A.:
giant		manager	language			Voicing:
/h/
Underline all letters that represent the sound /h/
hat		behind	- X -				P.A.:
home		unhappy	- X -				M.A.:
house		ahead		- X -				Voicing:
/b/
Underline all letters that represent the sound /b/
baby		library		bulb				P.A.:
boy		symbolic	absorb			M.A.:
bark		alphabet	babe				Voicing:
/d/
Underline all letters that represent the sound /d/
day		leader*	said		ride		P.A.:
deer		medical*	bad		decide		M.A.:
dancer	lady*		mood		divide		Voicing:
/g/
Underline all letters that represent the sound /g/
girl		argument		leg			P.A.:
guess		angry			dog			M.A.:
go		forgive		bag			Voicing:
**ASPIRATION**
/p/
Underline all letters that represent the sound /p/
pen		pie		apt			lap		P.A.:
pick		pork		champagne		top		M.A.:
pour		pure		report			pipe		Voicing:
/k/
Underline all letters that represent the sound /k/
kind		car		occur		back		P.A.:
cat		kit		acquire	stomach	M.A.:
course	kid		parking	book		Voicing:
/t/
Underline all letters that represent the sound /t/
time		tackle		attain		adjective	butter*	matter		but
tooth		tremble	contribute 	interesting	legislative*	letter		pet
table		try		mysterious	laughter	attitude*	later	 shut
P.A.:
M.A.:
Voicing:
**PRONUNCIATION TO GRAMMAR 1**
What do these words have in common?
GROUP 1
	plant 
	relate a
	land a
	divide a
	retort a
	state
	depend a
	invade
	support
	recite
	afford 
	decide
GROUP 2
	stop 
	laugh a
	pass a
	watch a
	mash a
	cooka
	escape a
	surf
	cross a
	match
	wash
	pick
GROUP 3
	absorb 
	arrive a
	buzz a
	call a
	merge a
	beg a a
	slam a
	breathe a
	learn a
	repair a
	massage a
	Bang
SIMPLE PAST TENSE OF REGULAR VERBS (⇒ -d / -ed)
· The past tense suffix pronunciation is influenced by the previous SOUND.
· If the previous sound is either /t/ or /d/, there will be an extra syllable: /ɪd/.
· If the previous sound is voiceless / p f s ʧ ʃ k /, the suffix is pronounced /t/.
· If the previous sound is voiced, the suffix is pronounced /d/.
SIMPLE PAST PRONUNCIATION
E.G.		/t/			/d/				/ɪd/
barked – stopped – danced		cleaned – used – arrived	acted– landed – invited
EXERCISE: Write these verbs under the appropriate pronunciation:
Assist – bang – beg – bluff – borrow – call – decide – depend – discover – erode – finish – hope – insist – land – laugh – listen – manage – massage – match – mix – pass – play – relate – relieve – scythe – seem – sneeze – sound – stab – talk – taste – wait – wash – watch – work – wrap
	SIMPLE
	PAST
	PRONUNCIATION
	Extra Syllable Group
-d / -ed ⇒ /ɪd/
	Voiceless Group
-d / -ed ⇒ /t/
	Voiced Group
-d / -ed ⇒ /d/
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
/r/
Underline all letters that represent the sound /r/
rat		apartment		car			P.A.:
room		large			bar			M.A.:
really		orange		pair			Voicing:
/l/
Underline all letters that represent the sound /l/
learn		melt			tell			P.A.:
lipstick	filter			girl			M.A.:
lamp		milk			pencil			Voicing:
/θ/
Underline all letters that represent the sound /θ/
think		through	method	arithmetic	mouth		P.A.:
thigh		thorough	author		athlete	month		M.A.:
thought	thick		lethal		Catholic	bath		Voicing:
/ð/
Underline all letters that represent the sound /ð/
they		there		other		southern	smooth	P.A.:
this		these		brother	northern	soothe	M.A.:
that		those		mother	although	breathe	Voicing:
**MINIMAL PAIRS**Minimal pairs are pairs of words equally pronounced except for one single sound.
/s/		/θ/		/t/		/θ/		/f/		/θ/
1. sin		thin		1.tin		thin		1.first		thirst
2. sigh	thigh		2.ties		thighs		2.fought	thought
3. sink	think		3.tanks	thanks	3.fret		threat
4. seem	theme		4.tree		three		4.free		three
/d/		/ð/		/z/		/ð/
1. dough	though	1.Zen		then
2. doze	those		2.close	clothe
3. dare	their		3.breeze	breathe
4. Dan		than		4.size		scythe
/s/
Underline all letters that represent the sound /s/
smell		based			disagree		dress		P.A.:
small		basic			disapprove		kiss		M.A.:
sky		basement		disorder		jealous	Voicing:
spare		mislead		disobey		face
state		misunderstand	disregard		case
/z/
Underline all letters that represent the sound /z/
zoo		possession		does			P.A.:
xerox		measles		blues			M.A.:
zodiac		chosen		news			Voicing:
SAME OR DIFFERENT?
	GROUP 1
	execute
	oxygen
	maximize
	lexical
	axiom
	GROUP 2
	executive
	examine
	exert
	auxiliary
	anxiety
**PRONUNCIATION TO GRAMMAR 2**
What do these words have in common?
GROUP 1
	box 
	Liz a
	watch a
	judge a
	marsh a
	vernissage a
	place a
	phase a
	bleach a
	dodge
	wash
	massage
GROUP 2
	tape 
	Jeff a
	Beth a
	state a
	make a
	stop a
	cough a
	fifth a
	retort a
	ache
GROUP 3
	Bob 
	mug a
	breathe a
	pencil a
	pen a
	play a a
	ride a
	arrive a
	door a
	slam a
	sing a
	borrow a
SIMPLE PRESENT (3rd person), PLURAL FORM and GENITIVE CASE
· The pronunciation of these suffixes (-s/-es) is influenced by the previous SOUND.
· If the previous sound is sibilant /s z ʧ ʤ ʃ ʒ /, there will be an extra syllable: /ɪz/.
· If the previous sound is voiceless / p f θ t k /, the suffix is pronounced /s/.
· If the previous sound is voiced, the suffix is pronounced /z/.
E.G.		/s/			/z/				/ɪz/
makes –tapes – Jeff’s	drives –beds – Pam’s	washes– boxes – Jorge’s
EXERCISE: Write these verbs under the appropriate pronunciation:
Alec – Andrew – badge – Bart – bathe – beg – Ben – book – boot – cat – Dave – enjoy – garage – George – hope – Jennifer – king – lab – lamp – latch – laugh – match – mate – maze – Mitch – moth – pass – rod – Sam – school – splash – store – stroll – Thomas
	PRESENT, PLURAL, POSSESSIVE
	Extra Syllable Group
-S / -es ⇒ /ɪz/
	Voiceless Group
-s / -es ⇒ /s/
	Voiced Group
-s / -es ⇒ /z/
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
**NASALS**
/m/
Underline all letters that represent the sound /m/
make		Cambridge		room			P.A.:
mute		computer		ma’am		M.A.:
meet		comfortable		seem			Voicing:
/n/
Underline all letters that represent the sound /n/
name		aunt		reduction			P.A.:
knee		pencil		vision				M.A.:
nose		answer	pen				Voicing:
/ŋ/
Underline all letters that represent the sound /ŋ/ 
- x -		singer		drink		sing			P.A.:
- x -		singing	blink		king			M.A.:
- x -		hanger	bank		going			Voicing:
Minimal pairs:			Glottal stop:		Elision:
/m/ /n/ /ŋ/				/ʔ/			nt/nd = /n/
Kim	kin	king			written	ridden		intersection
Hum	Hun	hung			beaten	student	center
ram	ran	rang			frighten	confident	planted
Tom	ton	tongue		forgotten	warden	understand
Sam	San	sang			forbidden	dependent	fundamental
**SEMIVOWELS**
Semivowels are letters (‘w’ and ‘y’) that represent vowel sounds at syllable-end position (bay, cow, etc) and consonant sounds (/w/ and /j/) at the beginning or in the middle of a syllable. Other letters can also represent these consonant sounds, as shown below.
/w/
Underline all letters that represent the sound /w/ 
one		water		swim		- x -			P.A.:
once		what		quiet		- x -			M.A.:
walk		when		sandwiches	- x -			Voicing:
/j/
Underline all letters that represent the sound /j/ 
yellow			regular		- x -			P.A.:
young			million		- x -			M.A.:
years			onion			- x -			Voicing:
/j + u/ (Extra Practice)
Underline all letters that represent the sound /ju/ 
universe		computer		view
use			human		few
youth			huge			review
**REVIEW EXERCISES**
1. Write the phonetic symbol for the underlined letters.
A. please		/ /			E. weather		/ /
B. laugh		/ /			F. nation		/ /
C. mouse		/ /			G. architect		/ /
D. song		/ /			H. psychology	/ /
2. Circle the words that begin with a bilabial sound:
mat		gnat		sat		bat		rat		pat
3. Circle the words that begin with a velar sound:
knot		got		lot		cot		hot		pot
4. Circle the words that begin with a labiodental sound:
fat		cat		that		mat		chat		vat
5. Circle the words that begin with an alveolar sound:
zip		nip		lip		sip		tip		dip
6. Circle the words that begin with a dental sound:
pie		guy		shy		thigh		thy		high
7. Circle the words that begin with a palatal sound:
sigh		shy		tie		thigh		thy		lie
8. Circle the words that end with a fricative sound:
race		wreath	bush		bring		rave
rate		rose		rough		breathe	bang
9. Circle the words that end with a nasal sound:
rain		rang		dumb		deaf
10. Circle the words that end with a plosive sound:
pill		lip		lit		graph		crab
back		dog		hide		laugh		lamb
11. Circle the words that begin with a lateral sound:
nut		lull		bar		rob		one
12. Circle the words that begin with a semi-vowel working as a consonant sound:
we		you		one		run
13. Circle the words that end with a sibilant sound:
much		back		edge		ooze
14. Circle the words in which the consonant sound in the middle is voiced:
tracking	mother	robber	leisure	massive	stomach
C. Define the consonant sounds of each of the following bold-faced letters. Look at the example:
	
	
	Voiced or voiceless
	Place of articulation
	Manner of articulation
	
	adder
	voiced
	alveolar
	plosive
	1
	father
	
	
	
	2
	singing
	
	
	
	3
	etching
	
	
	
	4
	robber
	
	
	
	5
	ether
	
	
	
	6
	pleasure
	
	
	
	7
	hopper
	
	
	
	8
	selling
	
	
	
	9
	sunny
	
	
	
	10
	lodger
	
	
	
VOWELS
INTRODUCTION
I. GRAPHEME AND PHONEME REVIEW
Graphemes = letters
Phonemes = sounds
E.g.: book = 4 graphemes: b-o-o-k but 3 phonemes: / bʊk /
 coat = 4 graphemes: c-o-a-t and 4 phonemes: / koʊt /
 though = 6 graphemes: t-h-o-u-g-h but 3 phonemes: / ðoʊ /
Count the number of graphemes and phonemes of the following words:
	
	WORD
	GRAPHEMES
	PHONEMES
	TRANSCRIPTION
	1
	bits
	
	
	
	2
	boozed
	
	
	
	3
	castle
	
	
	
	4
	divided
	
	
	
	5
	laughed
	
	
	
	6
	mathematics
	
	
	
	7
	says
	
	
	
	8
	suffix
	
	
	
	9
	switch
	
	
	
	10
	Thomas’s
	
	
	
	11
	tough
	
	
	
	12
	vegetable
	
	
	
II. CONSONANT REVIEW
Write the phonemic symbols for the bold-typed letters.
	/ / boat
	/ / down
	/ / fish
	/ / go
	/ / home
	/ / kiss, cold
	/ / late
	/ / man
	/ / not
	/ / post
	/ / red
	/ / sick, nice
	/ / two
	/ / very
	/ / want
	/ / yes
	/ / zero, laser
	/ / thin
	/ / this
	/ / ship
	/ / pleasure
	/ / check
	/ / judge
	/ / sing
VOWELS
1. Introduction
In the production of vowel sounds, the articulators do not come very close together, and the passage of the air stream is relatively unobstructed. Vowel sounds may be specified in terms of the position of the highest point of the tongue and the position of the lips.
There are sixteen vowel sounds in American English: eleven pure vowels and five diphthongs (vowel + /ɪ/ or /ʊ/). The vowels are produced by movements of the tongue up and down, front and back. Other factors, such as lip rounding, and muscular tension or relaxation (“tense or lax”) may also be involved.
2. Vowels detailed description.
2a. Place of formation:
a) Front		/ i ɪ eɪ e æ /		(lips, teeth and alveolar ridge)
b) Center	/ ɜ ə aɪ ɔɪ ɔʊ /	(palate)
c) Back		/ ɑ ʌ ɔ ʊ u oʊ /	(back palate and velum
2b. Jaw articulation:
a) High		/ i ɪ ʊ u /		(mouth almost closed)
b) Mid-high	/ eɪ ɜ oʊ /		(mouth a little closed)
c) Middle	/ ə /			(schwa)
d) Mid-low	/ e ʌ ɔ aɪ aʊ ɔɪ /	(mouth open)
e) Low		/ æ ɑ /		(mouth very open)
2c. Lips:
a) Spread	/ i æ /
b) Rounded	/ u oʊ ɔ ɔɪ /
c) Unrounded	/ ɪ ʊ e ɜ ə ʌ ɑ eɪ aɪ aʊ /
2d. Tension:
a) Lax		/ ɪ e æ ɜ ə ʌ ʊ / 
b) Tense		/ i eɪ ɑ ɔ u aɪ aʊ ɔɪ oʊ /
Classify the vowels bellow:
1) / i /						7) / ɜ /
2) / ɪ /						8) / ʌ /
3) / e /						9)/ ɔ /
4) / æ /						10) / ʊ /
5) / ɑ /						11) / u /
6) / ə /
DIPHTONGS
/ aɪ /									/ eɪ /
iron		typist		buy			alien		later		bay
island		behind	sigh			eight		station	lay
ice		spider		die			angel		plane		today
/ ɔɪ /							/ aʊ /
oil		voice		boy			out		mouse	cow
ointment	employer	toy			hour		town		now
oink		noisy		enjoy			ouch		brown		bow
/ oʊ /
open		October	yellow
omen		told		tomorrow
over		soap		slow
PURE VOWELS
SCHWA
/ ə /
about 		famous	banana
opinion	nervous	camera
across		problem	America
**Underline all vowels that are pronounced as schwa / ə /:
1. comfortable	4. independence	7. methodology	10. unfortunately
2. computer		5. indescribable	8. professional	11. unreasonable
3. inconsequent	6. literature		9. undeniable	12. vegetable
/ ɪ /						/ i /
indian		ship		pretty*		easy		sheep		key
Italy		listen		many*			either		feel		bee
ear		live		plenty*		equal		leave		three
Listen to these sentences. Circle the word in parentheses that you hear.
1. He has to ( live / leave ) there.
2. The team needs a new ( hitter / heater ).
3. He has a ( sheep / ship ).
4. ( Fill / Feel ) the glass.
5. He got the ( least / list ) of everyone.
6. Hey, don’t ( slip / sleep ).
7. Only experts prepare his ( feasts / fists ).
/ æ /						/ e /
ant		cap		- x -			any		many		- x -
apple		bat		- x -			air		bear		- x -
act		lad		- x -			edge		hair		- x -
Listen to these sentences. Circle the word in parentheses that you hear.
1. Did you see the ( men / man )?
2. Is this ( pen / pan ) new?
3. Everyone ( left / laughed ) when I said that.
4. They are ( said / sad ) to be leaving.
5. Is that man in the picture ( dead / Dad )?
**Minimal pairs:
/ ɪ /	 / i /	 / e /	 / æ /			 / i /		/ ɪ /
1. bean	 bin	 Ben	 ban				1. feet		fit
2. teen	 tin	 ten	 tan				2. eat		it
3. seeks	 six	 sex	 sacks			3. reach	rich
4. seat	 sit	 set	 sat				4. sheet	shit
5. beat	 bit	 bet	 bat				5. seen	sin
/ ʊ /						/ u /
· x -	look / good		- x -		- x -	Luke / fool		do
· x -	foot / put		- x -		- x -	boot / pool		who
· x -	bedroom / bush	- x -		- x - 	suit / student	new
/ ɔ /						/ ɑ /
order		morning	pour			arm		stop		bar
orchard	warm		more			art		shop		car
orchestra	ball		door			option		father		far
**Minimal pairs:
 / ʊ /		/ u /				/ ɑ /		/ ɔ /
1. look		Luke			 1. star		store
2. should		shoed			 2. farm		form
3. full		fool			 3. part		port
4. pull		pool			 4. cart		court
5. soot		suit			 5. park		pork
 / ʌ /								/ ɜ /
under		butter		- x -			earn		person		occur
ugly		mother		- x -			earth		her		prefer
other		brother	- x -			early		birth		fur
**Minimal pairs:
 / ɑ /	: / ʌ /	/ ɑ /	: / ɜ /	/ æ /	: / ɑ /	/ ɜ /	: / ə /
psalm	: some	far	: fur		cat	: cot		permit	: permit (v)
hot	: hut		heart	: hurt	add	: odd		survey	: survey (v)
cot	: cut		star	: stir		fax	: fox		pervert	: pervert (v)
not	: nut		farm	: firm	black	: block	convert: convert (n)
box	: bucks	farther	: further	laughed: loft
**Group the following words according to the sound:
	1.alphabet
	6.church
	11.fruit
	16.hook
	21.mousse
	26.stool
	31.swap
	2.bird
	7.cop
	12.glove
	17.hot
	22.oven
	27.story
	32.trudge
	3.bulb
	8.dessert
	13.gone
	18.love
	23.pal
	28.super
	33.wax
	4.bull
	9.Doug
	14.group
	19.mall
	24.Paul
	29.supper
	34.work
	5.chalk
	10.fort
	15.hood
	20.mood
	25.squash
	30.swab
	35.would
	A
	B
	C
	D
	E
	F
	G
	/ æ /
	/ ɑ /
	/ ɜ /
	/ ʌ /
	/ ɔ /
	/ ʊ /
	/ u /
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	VOWEL
	NAME
	NICKNAMES
	WEAK SOUND
	A
	/ eɪ / - cake
	/ æ / - bag
/ ɑ / - car
/ ɔ / - talk
	/ ə / - about
	E
	/ i / - sheet
	/ e / - pen
	/ ə / - father
	I
	/ aɪ / - five
	/ ɪ / - big
	/ ə / - responsible
	O
	/ oʊ / - wrote
	/ ɑ / - hot
/ ɔ / - pork
	/ ə / - lemon
	U
	/ ju / - mute
/ u / - rude
	/ ʊ / - put
/ ʌ / - cut
	/ ə / - measure
ALPHABET NAME PRONUNCIATION
When to pronounce the ALPHABET NAME:
I) Two vowels together – the first will say its alphabet name and the second will be silent:
	bait – lead – die – boat – suit
II) vowel + consonant + “e” – the first will say its alphabet name and the “e” will be silent:
	late – Pete – like – code – nude (They form only ONE syllable.)
III) vowel + consonant + vowel – the first will say its alphabet name and the second will use a “nickname” or the weak sound (schwa)*:
	lady – Peter – icy – motor – Cuba (They form two separate syllables.)
*These rules are 85% accurate.
*They are supposed to be applied to the stressed syllable of the word.
Group the following words according to the rule they follow:
	1.arrival
	6.computer
	11.fade
	16.like
	21.rave
	26.succeed
	2.arrive
	7.cube
	12.flute
	17.maid
	22.razor
	27.suit
	3.bathe
	8.eagle
	13.hope
	18.motor
	23.remain
	28.tapir
	4.clean
	9.eraser
	14.lady
	19.nature
	24.save
	29.teeth
	5.coach
	10.explain
	15.leader
	20.poke
	25.seize
	30.use
	RULE I
	RULE II
	RULE III
NICKNAME PRONUNCIATION
When to pronounce the vowel “nickname”:
IV) vowels + consonant/end of a word (or end of a syllable). This rule is 80% accurate.*
	hat – bed – hit – dog – put
V) vowel + double consonant. This rule is 99.5% accurate.*
	apple – better – middle – topping – buzz
*They are supposed to be applied to the stressed syllable of the word.
Group the following words according to the rule they follow:
	1.attic
	6.buzz
	11.itch
	16.mug
	21.ring
	26.splash
	2.ball
	7.daddy
	12.ladder
	17.occur
	22.robber
	27.stabbed
	3.bath
	8.drop
	13.lull
	18. occurred
	23.rod
	28.swab
	4.beg
	9.forgotten
	14.matter
	19.passenger
	24.shack
	29.trip
	5.big
	10.guess
	15.moth
	20.puff
	25.skin
	30.wash
	RULE IV
	RULE V
GENERAL REVIEW
1. Write the words in the correct column.
	1.apple
	6.brand
	11.din
	16.grate
	21.Peter
	26.sell
	2.bait
	7.Dan
	12.dinner
	17.lettuce
	22.picnic
	27.sill
	3.bat
	8.Dane
	13.eat
	18.maid
	23.sail
	28.sit
	4.bet
	9.Dean
	14.expect
	19.mat
	24.Sally
	29.stake
	5.bitter
	10.den
	15.grass
	20.Nemo
	25.seat
	30.tea
	A. /i/
	B. /ɪ/
	C. /eɪ/
	D. /e/
	E. / æ/
	lead
	lid
	laid
	Led
	lad
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
II. Write the phonetic symbol for the underlined letters.
a) chicken		/ /				f) police	/ /
b) very		/ /				g) please	/ /
c) morning	/ /				h) notebook	/ /
d) mother		/ /				i) women	/ /
e) wake		/ /				j) club		/ /
III. Choose the correct option.
1. Circle the word that does NOT end in the sound / i /:
a) be			b) breathe		c) sea
2. Circle the word that has the sound /æ/:
a) laugh		b) ball			c) Mary
3. Circle the word that does NOT have the sound /u/:
a) Luke		b) food			c) book
4. Circle the word that has the sound / ɔ /:
a) awful		b) oven			c) over
IV. Read the transcriptions below and write the word with regular spelling.
a) /baɪt/ ___________________________	e) / θɪŋ/____________________________
b) /eɪt/ ___________________________	f) /rɔŋ/ ____________________________
c) /ʧɑrʤ/_________________________	g) /ˈmeʒər/ ________________________
d)/ˈwʌndər/_______________________	h) /hæt/ ___________________________
WORD STRESS
I. GRAPHEME AND PHONEME REVIEW
A. Count the number of graphemes and phonemes of the following words:
	
	WORD
	GRAPHEMES
	PHONEMES
	TRANSCRIPTION
	1
	booked
	
	
	
	2
	closed
	
	
	
	3
	complicated
	
	
	
	4
	controlled
	
	
	
	5
	coughed
	
	
	
	6
	decided
	
	
	
	7
	erased
	
	
	
	8
	grounded
	
	
	
	9
	located
	
	
	
	10
	mashed
	
	
	
	11
	revealed
	
	
	
	12
	soothed
	
	
	
II. CONSONANT REVIEW
Write out either A - /s/, B - /z/ or C - / ɪz/ for the bold-typed letters.
	1. Alec’s
	6. completes
	11. goes
	16. leagues
	21. places
	26. sings
	2. Alex’s
	7. erasers
	12. Joseph’s
	17. matches
	22. plays
	27. Ted’s
	3. amazes
	8. Fife’s
	13. judges
	18. moths
	23. relieves
	28. thinks
	4. boats
	9. garages
	14. kisses
	19. pencils
	24. Sam’s
	29. Thomas’s
	5.Bob’s
	10. George’s
	15. laughs
	20. pens
	25. ships
	30. washes
III. PHONEMES REVIEW
A. Cross out the schwas (/ə/) in the following words.
	1. above
	4. celebrity
	7. intersection
	10. oven
	13. teacher
	2. arrive
	5. elephant
	8. lettuce
	11. pencil
	14. telephone
	3. butter
	6. eraser
	9. logical
	12. student
	15. ventilator
B. Write out the words for the transcriptions below.
	1. /fæt/
	4. /ˈæftər/
	7. /kwɪf/
	2. /fʊt/
	5. /ˈdɪfrənt/
	8. /læf/
	3. /feɪm/
	6. /ˈgræfɪk/
	9. /ɪˈnʌf/
	
	
	
	10. /væn/
	13. /ɪˈvent/
	16. /lɪv/
	11. /vɔlt/
	14. /ˈevrɪ/
	17. /draɪv/
	12. /ˈvɪzɪt/
	15. /ˈmɑrvələs/
	18. /ʌv/
IV. WORD STRESS REVIEW
1. Introduction
There are three major stress patterns in English: the default pattern, the lexical pattern and the morphological pattern. All patterns will be marked with an apostrophe (ˈ) placed immediately before the stressed syllable (= ˈlibrary).
In order to study stress patterns, you must know how to count syllables in English. To identify the number of syllables in an English word, you just need to check how many vowels (or vowel groups) are pronounced in the word. The total number of pronounced vowels equals the total number of syllables.
E.G.: library – total of vowels: 3- i, a, y + total of pronounced vowels: 3 = three syllables.
vegetable – total of vowels: 4 – e, e, a, e = total of pronounced vowels: 3 (the second “e” is not pronounced.
arrive – total of vowels: 3 – a, i, e = total of pronounced vowels: 2 (the “e” is not pronounced) = two syllables.
The default pattern is the most common and natural pattern of English, which is paroxytone, i.e., stress the second syllable from the end (just like the Portuguese default pattern).
E.G.: ‘pencil, inde’pendence, de’parture, etc
The lexical pattern determines the stress by the grammar category (‘contract – noun X con’tract – verb; ‘outside – adjective X out’side – adverb; etc.) and by the word/meaning formation (‘greenhouse X green ‘house; etc).
The morphological pattern imposes stress only when specific affixes are used. Affixes are the general name used for suffixes and prefixes (‘telephone X tele’phonic, etc). There are three groups of stress-imposing suffixes and each group has a specific stress pattern.
We will approach each and every possible pattern for English word stress, and we will have several examples for each category. The best way to memorize, learn and acquire all the information in this handout is to use it and revise it as often as you can. The more you work on it, the quicker you will remember it forever.☺
LEXICAL PATTERNS
I – Identify the stress pattern for each of the groups below.
	TEEN
	SELF
	Compound Adverbs
	Compound adjectives
	teenager
	oneself
	The dog’s outside.
	It’s an outside dog.
	teenage
	myself
	The cat’s inside.
	It’s an inside cat.
	thirteen
	yourself
	They work outdoors.
	It’s an outdoor job.
	fourteen
	himself
	She lives overseas.
	She has an overseas house.
	fifteen
	herself
	I study every day.
	I have everyday tasks.
	sixteen
	itself
	The picture is upside down
	It’s an upside-down picture.
	seventeen
	ourselves
	She’s driving downtown.
	It’s a downtown area.
	eighteen
	yourselves
	The rat ran right away.
	I like indoor activities.
	nineteen
	themselves
	
	
	Compound nouns
	VERBS 1
	VERBS 2
	VERBS 3
	police station
	understand
	look at
	take over
	bookstore
	overhear
	deprive of
	walk in
	greenhouse
	input
	insist on
	put on
	bus stop
	outstand
	depend on
	get off
	shoe polish
	withdraw
	spend on
	hand out
	toothpaste
	forbid
	rely on
	look for
	teenage hood
	overturn
	invest in
	catch up
	bank account
	upset
	specialize in
	look down on
	medicinal leech
	forgive
	trust in
	part with
TRIBUTE FAMILY
tribute		contribute		distribute		retributive		attribute
Some two-syllable words with stress shift:
	NOUN
	VERB
	NOUN
	VERB
	attribute
	attribute
	process
	process
	concert
	concert
	progress
	progress
	conduct
	conduct
	project
	project
	contract
	contract
	protest
	protest
	convert
	convert
	rebel
	rebel
	desert
	desert
	recall
	recall
	insult
	insult
	record
	record
	object
	object
	subject
	subject
	overthrow
	overthrow
	survey
	survey
	permit
	permit
	suspect
	suspect
	present
	present
	upset
	upset
** No shift: interview, preview, process*, program, review, e-mail, download, etc.
II – Distribute the words in the groups below:
	A
	B
	C
	D
	●●●●
	●●●
	●●
	●
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	1. advanced
	6. chocolate
	11. inside (adv.)
	16. madhouse
	21. ourselves
	26. sometimes
	2. alert
	7. contribute
	12. interesting
	17. midnight
	22. oversee
	27. switch off
	3. apple
	8. distribute
	13. interview
	18. nineteen
	23. pedagogue
	28. tortoise
	4. basic
	9. eyelash
	14. kidnapers
	19. occur
	24. pedagogy
	29. volcano
	5. charmed
	10. individual
	15. search for
	20. outdoor (adj.)
	25. run into
	30. xerox
MORPHOLOGICAL PATTERNS
I – All the suffixes below are stress imposing. What is the pattern for each one?
	-IC
	-ICAL
	-ITY
	-IFY
	-IAN
	
	
	
	
	
	heroic
	logical
	humanity
	qualify
	physician
	historic
	magical
	authority
	petrify
	politician
	methodic
	whimsical
	minority
	dignify
	Peruvian
	catastrophic
	political
	majority
	justify
	Meridian
	mathematic
	satirical
	seniority
	testify
	Comedian
	sympathetic
	chemical
	identity
	personify
	Alsatian
	
-IAL
	-UAL
	-ION
	-IOUS
	-ITIVE
	industrial
	mutual
	solution
	voracious
	Intuitive
	material
	sensual
	devotion
	gracious
	definitive
	imperial
	casual
	conclusion
	atrocious
	Fugitive
	arterial
	annual
	invasion
	ferocious
	primitive
	managerial
	factual
	immersion
	predacious
	repetitive
	controversial
	habitual
	confession
	ambitious
	sensitive
	-ITUDE
	-LOGY
	-METER
	-SCOPY
	-GRAPHY
	attitude
	biology
	thermometer
	telescopy
	biography
	gratitude
	psychology
	kilometer
	laparascopy
	telegraphy
	latitude
	theology
	speedometer
	stethoscopy
	radiography
	vicissitude
	philology
	barometer
	colposcopy
	geography
	solitude
	geology
	altimeter
	endoscopy
	calligraphy
	lassitude
	trilogy
	densitometer
	microscopy
	cartography
II – All the suffixes below are also stress imposing. What is the pattern for each one?
	-EE
	-EER
	-ETTE
	-IQUE
	-ESE
	employee
	marketeer
	etiquette
	technique
	Japanese
	guarantee
	volunteer
	kitchenette
	boutique
	Javanese
	interviewee
	mountaineer
	silhouette
	physique
	Chinese
	trainee
	engineer
	brunette
	critique
	Vietnamese
	referee
	rocketeer
	diskette
	antique
	Journalese
	absentee
	chandelier
	cigarette
	pratique
	Portuguese
	-ESQUE
	-ESCE
	-AIN(verbs)
	TELE-
	
	picturesque
	acquiesce
	retain
	telephone
	
	arabesque
	convalesce
	maintain
	telescope
	
	romanesque
	opalesce
	detain
	telegraph
	
	chaplinesque
	putrescent
	contain
	telegram
	
	dantesque
	fluorescent
	pertain
	Teleport
	
	grotesque
	
	complain
	tele-drama
	
	-ATE (only verbs)
	-ATE (no verbs)
	-IZE
	-ARY
	investigate
	certificate
	verbalize
	dictionary
	compensate
	intermediate
	moralize
	obituary
	deteriorate
	immediate
	sympathize
	secretary
	segregate
	associate
	analyze
	honorary
	motivate
	estimate
	modernize
	stationary
	separate
	considerate
	desensitize
	tributary
*** Important exceptions:
-ee: committee, coffee
-ette: cigarette
-ic: Arabic, arithmetic, Catholic, lunatic, rhetoric, politics
-ion: television, intersection
-ize: regularize, characterize, hospitalize, personalize, naturalize
-tary: /trɪ/: elementary, supplementary, documentary
III – Distribute the words in the correct groups:
	A
	B
	C
	D
	●●●●
	●●●
	●●
	●
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	1. advantageous
	6. dictionary
	11. historic
	16. irritated
	21. qualifying
	26. sympathetic
	2. appreciated
	7. employee
	12. humidify
	17. luxurious
	22. realize
	27. sympathizer
	3. associating
	8. engineer
	13. individual
	18. mesmerized
	23. refugee
	28. telephone
	4. certificate9. equation
	14. ingenious
	19. operator
	24. situation
	29. television
	5. courteous
	10. heroic
	15. ingenuous
	20. presidential
	25. superstitious
	30. unique
GENERAL REVIEW
I. Write the words below in the correct column.
	1.alligator
	6.brat
	11.dig
	16.grade
	21.Pete
	26.seldom
	2.ban
	7.dam
	12.ditto
	17.lesser
	22.pin
	27.sitter
	3.based
	8.date
	13.eel
	18.maiden
	23.sale
	28.sizzle
	4.bell
	9.deep
	14.excel
	19.math
	24.sat
	29.stale
	5.bit
	10.debt
	15.grab
	20.Nero
	25.seek
	30.team
	A. /i/
	B. /ɪ/
	C. /eɪ/
	D. /e/
	E. / æ/
	lead
	lid
	laid
	led
	lad
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
II. Write the phonetic symbol for the underlined letters.
a) laughed	/ /		f) dominoes	/ /
b) enjoyed	/ /		g) Chris’s	/ /
c) studied		/ /		h) soothes	/ /
d) related		/ /		i) myths	/ /
e) divided		/ /		j) spikes	/ /
III. Choose the best option.
1. Mark the word that is stressed on the first from the end:
a) unique	b) History		c) story
2. Mark the word that has three syllables:
a) esteemed	b) heroic		c) justifying
3. Mark the word that is stressed correctly:
a) distri’bute	b) ‘distribute		c) dis’tribute
4. Mark the word that has a stress-imposing suffix:
a) awful	b) reasonable		c) operator
IV. Read the transcriptions below and write the word with regular spelling.
A
/ ʃaʊt /			 / ˈæŋkʃəs /				/ ɱæʃ /
/ ʃu / 			 / ˈmoʊʃən /			/ wɑʃ /
/ ʃel /				 / fɪˈzɪʃən /			/ bʊʃ /
/ ʒəˈboʊ /			 / ˈpleʒər /				/ gəˈrəʒ /
/ ʒɑnˈpɔl / 			 / ˈmeʒər /				/ prəsˈtiʒ /
/ ˈʒɑnrə /			 / ˈliʒər /				/ vəsˈtiʒ /
B
/ ʧɔk /			 / ˈtiʧər /				/ ɱæʧ /
/ ʧiz / 			 / ˈneɪʧər /				/ wɑʧ /
/ ʧek /			 / ˈbæʧələr /			/ læʧ /
/ ʤɑr /			 / ˈeɪʤənt /				/ hɪnʤ /
/ ˈʤenərəl / 		 / enʤəˈnir /			/ ˈlæŋgwɪʤ /
/ ˈʤaɪənt /			 / ˈmænɪʤənt /			/ ˈmænɪʤ /
C
/ hæt /			 / biˈhaɪnd /
/ hoʊm / 			 / ʌnˈhæpɪ /
/ haʊs /			 / əˈhed /
/ gɜrl /			 / ˈɑrgjumənt /			/ veɪg /
/ ges / 			 / ˈæŋgrɪ /				/ mɔrg /
/ goʊ /			 / fərˈgɪv /				/ ˈdaɪəlɑg /
D
/ ˈbeɪbɪ /			 / ˈlaɪbrerɪ /				/ bɑb /
/ bɔɪ / 			 / sɪmˈbɑlɪk /			/ web /
/ bɑrk /			 / ˈælfəbet /				/ læb /
/ deɪ /			 / əˈdres /				/ lɪd /
/ dir / 			 / ˈlædər /				/ bæd /
/ ˈdænsər /			 / ˈlidər /				/ mud /
E
/ taɪm /			 / ˈbʌtər /				/ bʌt /
/ tuθ / 			 / ˈɪntrəstɪŋ /			/ pet /
/ ˈteɪbəl /			 / ˈætɪtjud /				/ ʃʌt /
/ seɪ /			 / dɪsˈɔrdər /			/ dres /
/ smɔl / 			 / ˈmesɪʤ /				/ kɪs /
/ skaɪ /			 / mæsk /				/ ˈʤeləs /
F
/ zu /				 / pəˈzeʃən /			/ ʃuz /
/ ˈzirɑks / 			 / ˈmɪzəlz /				/ ʧuz /
/ ˈzoʊdiæk /		 / ˈdæzlɪŋ /				/ meɪz /
/ θɪŋk /			 / ˈmeθəd /				/ maʊθ /
/ θaɪ / 			 / ˈɔθər /				/ mʌnθ /
/ θɔt /			 / ˈliθəl /				/ nɔrθ /
G
/ ðeɪ /			 / ɔlˈðoʊ /				/ smuð /
/ ðɪs / 			 / ˈsʌðərn /				/ brið /
/ ðæt /			 / ˈʌðər /				/ beɪð /
/ ræt /			 / əˈpɑrtmənt /			/ kɑr /
/ rum / 			 / lɑrʤ /				/ bɑr /
/ ˈrilɪ /			 / ˈɔrɪnʤ /				/ per /
H
/ lɜrn /			 / fild /				/ ˈpensəl /
/ ˈlɪpstɪk / 			 / melt /				/ məˈtiriəl /
/ læmp /			 / ˈfɪltər /				/ gɜrl /
/ meɪk /			 / stæmp /				/ læm /
/ mjut / 			 / ˈkʌmfərt /			/ mæm /
/ mit /			 / ˈemfəsɪs /			/ ðem /
I
/ neɪm /			 / maɪnd /				/ kəŋˈkluʒən /
/ ni / 				 / ænt /				/ mæn /
/ noʊz /			 / ˈænsər /				/ sun /
				 / ˈfɪŋgər /				/ sɪŋ /
 			 / ˈsɪŋər /				/ kɪŋ /
/ drɪŋk /			 / ˈmʌŋkɪ /				/ gæŋ /
CONNECTED SPEECH
I. GRAPHEME AND PHONEME REVIEW
A. Count the number of graphemes and phonemes of the following words:
	
	WORD
	GRAPHEMES
	PHONEMES
	TRANSCRIPTION
	1
	brings
	
	
	
	2
	dogs
	
	
	
	3
	faces
	
	
	
	4
	finishes
	
	
	
	5
	garages
	
	
	
	6
	laughs
	
	
	
	7
	Mike’s
	
	
	
	8
	Mitch’s
	
	
	
	9
	paths
	
	
	
	10
	phases
	
	
	
	11
	Serge’s
	
	
	
	12
	Stephen’s
	
	
	
II. CONSONANT REVIEW
Write out either A - /t/, B - /d/ or C - / ɪd/ for the bold-typed letters.
	1. amazed
	6. entertained
	11. investigated
	16. loved
	21. passed
	26. stabbed
	2. breathed
	7. eroded
	12. invited
	17. managed
	22. placed
	27. started
	3. collided
	8. fetched
	13. landed
	18. nagged
	23. remarked
	28. stuffed
	4. depended
	9. filled
	14. laughed
	19. occurred
	24. repeated
	29. washed
	5. dropped
	10. finished
	15. longed
	20. panicked
	25. slammed
	30. watched
III. PHONEMES REVIEW
A. Cross out the schwas (/ə/) in the following words.
	1. chocolate
	4. curious
	7. jealous
	10. nervous
	13. sensitive
	2. color
	5. eleven
	8. literature
	11. order
	14. vegetable
	3. confuse
	6. independence
	9. lottery
	12. reasonable
	15. vicious
B. Underline the stressed syllables of the words below.
	1. secretary
	4. referee
	7. seventeen
	2. dictionary
	5. frustrated
	8. themselves
	3. interviewee
	6. calculator
	9. contribute
	
	
	
	10. bus stop
	13.look to
	16.permit (n)
	11. eye drop
	14. listen to
	17.personify
	12. disappear
	15. process (v)
	18.analyze
CONNECTED SPEECH
1 – CONTENT WORDS or FUNCTION WORDS?
	boy
	Who?
	Quickly
	the
	yellow
	analyze
	Although
	when
	with
	an
	He
	36
2 – VOWEL REDUCTION
*** ALL VOWELS IN FUNCTION WORDS WILL TEND TO BE REDUCED TO SCHWA!!!
E.G.: IT	FOR		THEIR		THROUGH		WHEN	WHILE etc
*** THE is pronounced / ðɪ / before vowels and / θə / before consonants.
The apple			The car
The orange			The box
The honesty			The universe
*** TO is pronounced / tʊ / before vowels and / tə / before consonants.
To apply			To go
To organize			To play
To employ			To see
3 – ELISION
3.1 – Dropping H (TH)
Subject Pronoun	Object Pronouns	Possessive Adjectives		Auxiliary Verbs
HE			HIM			HIS				HAS
			HER			HER				HAVE
			THEM
3.2 – Auxiliary and Modal Verbs
AM		DO		DID		WILL		HAVE		WILL HAVE
IS		DOES		WAS		GOING TO	HAS		WOULD HAVE
ARE		BEEN		WERE		WOULD	HAD		WILL HAVE BEEN
E.G.: He would have seen her if he had arrived earlier.
CAN		MUST		OUGHT TO		HAVE TO	USED TO	NEED TO
COULD	MIGHT	SHOULD		HAS TO	GOT TO	WANT TO
E.G.: I used to go bowling three years ago. I wanted to be a champion at the time.
CAN HAVE		MAY HAVE		OUGHT TO HAVE		MUST HAVE
COULD HAVE	MIGHT HAVE		SHOULD HAVE		SHALL HAVE
E.G.: Jane ought to have left the door unlocked. She knew I did not have the key.
CAN 		/ kæn / - short answers
		/ kən / - interrogative
		/ kn / - affirmative
CAN’T		/ kænt / - short answers and before vowels
		/ kæn / - before consonants
3.3 – Special Cases
A – IN, ON, AN, AND will be reduced to / ən /.
He lives in Santos. X He lives on Santos Street. 	X	He lives in an apartment.
B – AT and OF will lose their consonants before words that start with a consonant.
	Meet me at six			X	Meet me at eight.
	Would you like a cup of tea?		X	Would you like a cup of apple tea?
C – Deletion of ‘T’ in ‘NT’ + vowel in unstressed syllables (mostly American English).
	winter = winner		wanted = wanned		interest = innerest
4 – LINKING
4.1. CV CV CV
· Link function words to other function words and to content words in the fashion CVCVCV…
Pick it up (cvc + vc +vc → cv cv cvc) = pi-cki-tup
Drop him off (ccvc + vc + vc → ccv + cv +cvc) = dro-pi-moff
I checked her in. (vv + cvcc +vc +vc → vv + cvc + cv + cvc) = I-check-te-rin
4.2. Lenghtening of fricative consonants
This song	With them	Enough for Ray	Save Victor	He’ll leave.
4.3. Unreleasing plosive consonants
At twelve = a.twelve		Bob Banner		Mac Giver	Stop Pam
5 – BLENDING
5.1 – Palatalization of alveolar consonant before Y (DO YOU = dju)
Did you = didju		Called you = calldju	Lend you = lendju	Would you = wouldju
Told you = toldju	Said you = saidju	Could you = couldju	Should you = shouldju
Tells you = tellju	Says you = sazju	Seems you = seemju	Please you = pleaju
Fit you = fitchu		That you = thachu	Got you = gotchu	Get you = getchu
6 – Apply connected speech patterns to the following sentences:
1. Where did you use to live when you were 6?
2. Do you always sneeze when you are cold?
3. Do you like to smell sandwiches when you buy them?
4. Does soap or soup soothe a bruise?
5. What do you usually wear at special occasions?
6. Chris’s lover massaged her feet and kissed her ankles.
7. Have you either planted a garden or chased an animal so farthis year?
8. There are three levels in our school: basic, intermediate and advanced.
9. Jane ought to have called Paul before. Now he must have gone to bed already.
10. He would have bought that house immediately if he had saved enough money.
GENERAL REVIEW
I. Write the words below in the correct column.
	1.apple
	6.crab
	11.fate
	16.missile
	21.pit
	26.scream
	2.better
	7.crate
	12.fell
	17.path
	22.placebo
	27.set
	3.cap
	8.creep
	13.kettle
	18.peek
	23.raider
	28.spectaqtor
	4.case
	9.delete
	14.little
	19.peel
	24.sizzle
	29.success
	5.chin
	10.fat
	15.male
	20.pig
	25.same
	30.tan
	A. /i/
	B. /ɪ/
	C. /eɪ/
	D. /e/
	E. / æ/
	lead
	lid
	Laid
	led
	lad
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
	
II. Write the phonetic symbol for the underlined letters.
a) promised	/ /			f) boxes	/ /
b) banged		/ /			g) Marcus’s	/ /
c) followed	/ /			h) castles	/ /
d) duplicated	/ /			i) paths		/ /
e) collided	/ /			j) laughs	/ /
III. Choose the best option.
1. Mark the word that is stressed on the first from the end:
a) grotesque		b) History		c) story
2. Mark the word that has two syllables:
a) quite			b) quiet			c) sighed
3. Mark the word that is stressed correctly:
a) contri’bute		b) ‘contribute		c) con’tribute
4. Mark the word that has a stress-imposing suffix:
a) tableware		b) carefully		c) sympathizer
5. Choose the BEST speech connection:
a) I’ll see’er a’night.	b) I’ll see hera’night.	c) I’ll see’era’night.
d) Tell’im whatchu want.	e) Tell him whatchu want.	f) Tellm wha’ya want.
g) Wha’do you say about it?	h) Wha’dju say about it?	i) Whaddaya say about it?
j) I might’ave done it.		k) I migh’ave donnit.		l) I might’ve done it.
IV. Repeat these sentences. Pay special attention to the underlined words.
1. I have written you a message to apply for the job.
2. He has written him a message to apply for the job.
3. You have sent her a message to clarify the information.
4. She has sent them a message to clarify the information.
5. They have emailed us a reminder about her attitude.
6. We have emailed him a reminder about his attitude.
7. I am a good student.
8. Where do they live?
9. What does he do for a living?
10. What did you buy her for her birthday?
11. What was he saying when you arrived?
12. Which T-shirt were you about to choose? The green one or the orange one?
13. Will you come to the party?
14. Will he have finished his job by ten?
15. She will have called me three times by the time I leave the office.
16. Is he going to tell us what would have happened if he had been late again?
17. Would you like a cup of tea or a glass of orange juice?
18. They will have been sacked within a week if they do not fix what they have done wrong.
19. She can play the guitar, I can sing and he can dance very well. How about you?
20. James ought to leave now. It is getting late and he could get lost in the dark.
21. I used to throw the top when I was a child. How about you? Did you too?
22. He can not have swum across the river. He must have found a boat.
23. Zero? She might have missed the test. Anyway, she ought to have studied more.
24. James could have told you the truth, but he thought it was wiser to wait a little more.
REFERENCES:
AVERY, P. & EHRLICH, S. Teaching American English Pronunciation. H.K.: OUP, 1994.
BAKER, A. & GOLDSTEIN, S. Pronunciation Pairs. N.Y.: CUP, 1996.
CELCE-MURCIA, M. & BRINTON, D.M. & GOODWIN, J.M. Teaching Pronunciation. N.Y.: CUP, 1996.
DALTON, C. & SEIDLHOFER, B. Pronunciation. N.Y.: OUP, 1994.
DAUER, R.M. Accurate English. N.J.: P.H.R., 1993.
GILBERT, J.B. Clear Speech from the Start. N.Y.: CUP, 2001.
GILBERT, J.B. Clear Speech. N.Y.: CUP, 2001.
GRANT, L. Well Said. Boston: H&H, 1993.
GREGORICH, B. et al. Phonics Workbook. Grand Haven: School Zone, 1996.
HAGEN, S.A. & GROGAN, P.E. Sound Advantage. N.J.: Prentice Hall Regents, 1993.
HANCOCK, M. Pronunciation Games. N.Y.: Cambridge University Press, 1995.
KENWORTHY, J. Teaching English Pronunciation. N.Y.: Longman, 1994.
LADEFOGED, P. A Course in Phonetics. Fort Worth: Harcourt Brace, 1993.
LADO, R. & FRIES, C.C. English Pronunciation. Ann Arbor: U. of Michigan, 1996.
LANE, L. Focus on Pronunciation. Reading: Addison-Wesley, 1993.
ORION, G.F. Pronouncing American English. Boston: H&H, 1997.
STEINBERG, M. Pronúncia do Inglês Norte-Americano. S.P.: Ática, 1986. 
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